This article introduces the problematization of estimating large numbers. We study the presence of mathematic modeling processes and the influence of context in problem solving that secondary education students propose. As a result of a qualitative analysis, we divided it into three categories: solutionfocused question, strategies and a successful problem solving. This analysis allows us to study the relationships that exist between the strategies proposed by students and the context given when solving a mathematical sentence. We also study the modeling of those situations. From the data collection in this study, we implied that the context may influence the answers students propose for problem solving.
|Translated title of the contribution||Problematizing the estimation of large numbers: Modeling and the influence of context|
|Journal||RELIME. Revista latinoamericana de investigación en matemática educativa|
|Publication status||Published - 3 Dec 2013|
- Problem solving