Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0)Falk de Losada, MaryChacuto Lopez, Ellery Gregorio2024-02-212024-02-212023-12-02http://repositorio.uan.edu.co/handle/123456789/9329This work focuses on advancing the characterization of mathematical thinking and scientific education of high school students in the Santa Marta District, specifically in the context of environmental Olympiads that incorporate a mathematical modeling component, project-based learning, and critical mathematical education.El presente trabajo se centra en avanzar en la caracterización del pensamiento matemático y la formación científica de estudiantes de educación media en el Distrito de Santa Marta, específicamente en el contexto de las olimpiadas medioambientales, que incorporan un componente de modelación matemática, aprendizaje basado en proyectos y educación matemática crítica.spaAcceso abiertoDoctorado en MatemáticaTesis y disertaciones (Maestría y/o Doctorado)PhD in Mathematicsinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Aguirre, J. M., Anhalt, C. O., Cortez, R., Turner, E. E., & Simic-Muller, K. (2019). Engagi Aguirre, J. M., Anhalt, C. O., Cortez, R., Turner, E. E., & SimicMuller, K. (2019). Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task. Mathematics Teacher Educator, 7(2), 7–26. https://doi.org/10.5951/mathteaceduc.7.2.0007Barquero, B., Bosch, M., & Romo, A. (2018). Mathematical modelling in teacher education: Dealing with institutional constraints. ZDM - Mathematics Education, 50(1–2), 31–43. https://doi.org/10.1007/s11858-017-0907POW7aBell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415Blum, W. (2015). The Proceedings of the 12th International Congress on Mathematical Education. The Proceedings of the 12th International Congress on Mathematical Education, 73–96. https://doi.org/10.1007/978- 3-319-12688-3Bock, W., Bracke, M., Kreckler, J., Bock, W., Bracke, M., Kreckler, J., Ninth, C., Bock, W., Bracke, M., & Kreckler, J. (2016). Taxonomy of modelling tasks To cite this version : HAL Id : hal-01287249.Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem- and project-based learning courses in sustainability. Sustainability (Switzerland), 5(4),1725–1746. https://doi.org/10.3390/su5041725Burkhardt, H. (2017). Ways to teach modelling—a 50 year study. ZDM - Mathematics Education, 50(1–2), 61–75. https://doi.org/10.1007/s11858- 017-0899-8English, L. D., & Watson, J. (2017). Modelling with authentic data in sixth grade. ZDM - Mathematics Education, 50(1–2), 103–115. https://doi.org/10.1007/s11858-017-0896-yFrejd, P., & Bergsten, C. (2018). Professional modellers’ conceptions of the notion of mathematical modelling: Ideas for education. ZDM - Mathematics Education, 50(1–2), 117–127. https://doi.org/10.1007/s11858-018-0928-2Greefrath, G., & Vorhölter, K. (2016). Teaching and Learning Mathematical Modelling: Approaches and Developments from German Speaking Countries. https://doi.org/10.1007/978-3-319-45004-9_1instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/