TEACHERS' CONSTRUCTION OF DYNAMIC MATHEMATICAL MODELS BASED ON THE USE OF COMPUTATIONAL TOOLS

Abstract

To what extent does the use of computational tools offer teachers the possibility of constructing dynamic models to identify and explore diverse mathematical relations? What ways of reasoning or thinking about the problems emerge during the models construction with the use of the tools? These research questions guided the development of the study that led us to document the process exhibited by high school teachers to model mathematical situations dynamically. In particular, there is evidence that the use of computational tools helped them identify and explore a set of mathematical relations dynamically. In this process, the participants had opportunity of fostering an inquisitive approach to models construction that values ways of formulating conjectures or mathematical relations and ways to support them.