An approach between Mathematical Modelling and Potentially Meaningful Teaching Units: the case of difference equations

Abstract

In this paper we propose a framework for educational activities in which the Potentially Meaningful Teaching Unit (PMTU), proposed in Moreira (2011), are subsidized by mathematical modeling activities. We present results of a research that investigated the occurrence of meaningful learning of students involved in the modeling activities in a teaching unit associated with the study of difference equations. The activities were conducted within the discipline Mathematical Modeling Perspective on Mathematics Education in the fourth year of a Bachelor's Degree in Mathematics. The analysis we did shows some evidence that modeling activities include conceptual and methodological principles that guide a PMTU. From the identification of these elements we analyzed 04 students during the development of PMTU mediated modeling activities and we may conjecture that the basic principles for the occurrence of meaningful learning and signaling integrative reconciliation and progressive differentiation can be demonstrated. In this regard, the inclusion of modeling activities in PMTU can strengthen it with respect to its ability to promote meaningful learning.