Student Interactions In The Redefinition Of The Concept Of Differential Equation: Modelling Of The Law Of Cooling

Abstract

The objective is to analyse how modelling favours interactions in the mathematics class and allows the resignification of the first order linear differential equation, considered as a modelling tool for change in the cooling phenomenon. The field work was based on the staging of a didactic sequence in which two groups of students, in a differential equations course, carried out an experimental activity of the cooling phenomenon to build a mathematical model that adjusted to the data collected and in this process the resignification of mathematical knowledge took place. The activity was videotaped and the students' written productions were collected. The results show that the practice of modelling favours not only the motivation of the students in relation to mathematical knowledge, giving it sense and meaning, but also confronts them with real situations, which allows the articulation and integration of this knowledge in other areas of knowledge.