Creating contact points between empirical modelling and theoretical modelling in teacher education: The case of pendulum problem

Abstract

International audienceBoth empirical modelling (EM) and theoretical modelling (TM) are essential in mathematical modelling. This study explored how graduate students promoted teaching competencies for mathematical modelling by conducting EM and TM with the pendulum task. Through the analysis of modelling lessons, we found that the experiences of both EM and TM with the same material were important for the students to understand a modelling cycle and the aims and perspectives of modelling