Mathematical Modelling Programs in Latin America

PART I.- Introduction.- Chapter 1 Modelling in the life of people: an alternative program for teaching and learning of mathematics.- PART II Ethnomathematics and Ethnomodelling: Empirical Work, TheoreticalMethodological Approaches, and Research Questions.- Chapter 2 Conceptualizing positive deviance in ethnomodelling research: creatively insubordinating and responsably subverting mathematics education.- Chapter 3 Ethnomodelling as an alternative to Basic Education: perceptions of members of a research project.- Chapter 4 Ethnomodelling aspects of positionality between local and global knowledge through glocalization: a case of a farmer vendor.- Chapter 5 Ethnomodeling as a pedagogical action in diverse contexts by using dialogical knowledge.- Chapter 6 Ethnomodelling: weaving networks between academic mathematical knowledge and cultural knowledge in the southeastern region of Tocantins.- Chapter 7 Mathematical Analysis of the Ceramic Designs of the Pre-Columbian Cultures of Ecuador through Ethnomodelling with a Sociocultural Approach.- PART III Interdisciplinary Ecosystems: Empirical Work, Theoretical-Methodological Approaches, and Research Questions.- Chapter 8 Analyzing the availability of renewable energy resources in a project in real context: a framework for making sense of learning.- Chapter 9 Descriptive and prescriptive modeling in a math class project: disciplinary concepts participating in the construction of arguments for decision-making.- Chapter 10 Designing and building a mobile support for solar panels: a project for 12-year-old students that required mathematical modelling and more.- Chapter 11 From an epistemological approach to an epistemic one: reference change in the looks of math teachers in real context projects.- PART IV Mathematics and People: Empirical Work, Theoretical-Methodological Approaches, and Research Questions.- Chapter 12 A category of modelling: the uses and learning of mathematical knowledge in different scenarios.- Chapter 13 Modelling and anticipation of graphical behaviors in Industrial Chemical Engineering: the role of transversality of knowledge in learning mathematics.- Chapter 14 Category of modelling and reproduction of behaviours in other disciplines: the teaching of mathematics and engineering.- Chapter 15 The disciplinary identity in initial mathematics teacher training and people?s category of modelling: a valorization of the knowledge of the learner.- Chapter 16 Contemporary learning in the interaction of the human with data, via technology-mediated graphics: the discourse-representation dialogue in mathematics.- Capitulo 17 Modelling of natural phenomena as a source to re-signify mathematical knowledge: some examples.- Part V.- Conclusion The Mathematical Teaching and Learning Process through Mathematical Modelling: Educational Change in Latin America.

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Community;Cultural knowledge;Decision making;Epistemological plurality;Etnomodelling;Ethnomathematics;Ethnomodels;Functional mathematics;Glocalization;Interdisciplinary knowledge;Latin America;Mathematical modelling;Meaning attribution;Meaningful learning;Modelling category;Re-signification;Social construction;Socioepistemology;School mathematical discourse;Transversal knowledge