Comparison as a Social Practice in the Analysis of Chaotic Phenomena: the Case of the Double Pendulum

While scholars have proposed incorporating the study of complex phenomena such as chaotic systems in high school and undergraduate-level curricula, the literature on this topic is scant and has focused mostly on the analysis of mathematical models—and often only on certain populations, such as gifte...

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Published in:International journal of science and mathematics education Vol. 22; no. 1; pp. 101 - 120
Main Authors: Hernández-Zavaleta, Jesús E., Preciado Babb, Armando Paulino, Cantoral, Ricardo
Format: Journal Article
Language:English
Published: Singapore Springer Nature Singapore 01.01.2024
Springer Nature B.V
Subjects:
Advanced Courses
Algorithms
Behavior
Calculus
Chaos theory
Cognitive Processes
Computer Use
Data Analysis
Dynamical systems
Education
Educational Benefits
Engineering Education
Epistemology
Equations (Mathematics)
Graphing Calculators
High School Students
Influence of Technology
Learner Engagement
Mathematical Applications
Mathematical Concepts
Mathematical Formulas
Mathematical models
Mathematics Achievement
Mathematics Education
Mathematics Instruction
Mechanics (Physics)
Motion
Professional Development
Science Education
Secondary School Mathematics
Secondary schools
Students
Chaos
Socio-epistemology
Modeling
Complexity
High school
ISSN:1571-0068, 1573-1774
Online Access:Get full text
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Summary:While scholars have proposed incorporating the study of complex phenomena such as chaotic systems in high school and undergraduate-level curricula, the literature on this topic is scant and has focused mostly on the analysis of mathematical models—and often only on certain populations, such as gifted students. We report in this manuscript an exploratory study involving 16 high school students engaged in a task-based interview. Consistent with the socio-epistemological theory in mathematics education, the task was informed by an analysis of the social practices around the historical development of the study of chaotic phenomena. An analysis of students’ descriptions and justifications revealed key features of comparison as a mathematical type of practice involved in the study of chaotic behavior, which differs from common school mathematical practices. We conclude with implications relevant to socio-epistemological theory in mathematics education and suggestions to incorporate the study of chaotic phenomena and dynamic systems in formal education.
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ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-023-10363-0