Designing problems introducing the concept of numerical integration in an inquiry-based setting

• Marte Bråtalien ^[1] ; Joakim Skogholt ^[1] ; Margrethe Naalsund ^[1]
  1. [1] Norwegian University of Life Sciences

     Norwegian University of Life Sciences

     Noruega

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 2, 2022 (Research Reports A – H), ISBN 978-84-1302-176-8, págs. 91-98
• Idioma: inglés
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• Resumen

  • Research literature argues for the benefits of inquiry-based approaches to provide opportunities for in-depth understanding of mathematics. This paper studies the design of mathematical problems for the purpose of introducing the concept of numerical integration in an inquiry-based setting. We present a series of six developmental stages (represent, refocus, area, accumulate, approximate, and refine) indicating a natural trajectory for students to follow when inquiring on the concept of numerical integration before any formal introduction to the topic. Further, we present a sequence of three problems illustrating how the developmental stages can be applied in problem design.