Educational algebra as a tool for mathematical modeling in secondary education
DOI:
https://doi.org/10.56219/dialgica.v22i3.3549Keywords:
Educational algebra, mathematical modeling, secondary education, didactical situationsAbstract
This study aims to describe educational algebra as a tool for mathematical modeling among secondary school students. It analyzes Jean Piaget's theory of logical thinking (1975) and Guy Brousseau's theory of Didactical Situations (1986). To provide a comprehensive view of the development of educational algebra, it addresses its discourse, language, multiple representations, semiotics, rules, symbols, and the use of technological media. A qualitative approach and a bibliographic design were employed. Data was gathered through filing techniques. Preliminary conclusions indicate a need for the identification and promotion of algebra as a tool for mathematical modeling, and the use of generalization strategies as a core activity to motivate students, thereby strengthening the development of logical-mathematical thinking with algebraic operations.
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