On Science Museums, Science Capital, and the Public Understanding of Mathematical Modelling

Abstract

Students’ opportunities to learn informally (e.g. by watching documentaries, visiting museums) explain socio-economic inequities in school performances. To explore informal learning about mathematical modelling, I studied two science museums, as these are environments typically visited by middle-class families. I framed the study by using the notions science capital and the public understanding of mathematical modelling (PUMM) and explored how these are mediated in science museums. The research method entailed observations of displays, artefacts, and visitors. One science museum completely detached mathematics from its use value, whereas the other offered histories of how people used mathematics to solve society’s problems. This leads to recommendations for the design of, and research on, environments for informal learning about mathematical modelling.