Making Connections Between Modelling and Constructing Mathematics Knowledge: An Historical Perspective

Abstract

This study will look at a surprising resolution of the tension that arises in trying to strike a balance between modelling and pure mathematics by examining Japanese textbooks for the junior high school nearly 70 years ago. Three characteristics are found: (1) two distinct roles –first as objects to mathematize in order to solve real world problems and second as evidence by which to test the validity of mathematical concepts; (2) repeated instances of the same contexts through which new phases of mathematization could be developed; and (3) a series of real world questions focussed on the reason for solving a real world problem.