Strässer’s Didactic Tetrahedron as a Basis for Theorising Mathematical Modelling Activity Within Social Contexts

Abstract

This chapter considers the potential of Strässer’s tetrahedral model for teaching and learning mathematics as a means for examining the activity and/or roles of students, teachers, mathematical knowledge and artefacts during engagement with mathematical applications and modelling. Research data, collected from mathematics classrooms, will be used to illustrate how the interactions and transformations that are part of this activity are played out in authentic classroom settings.