## Abstract

It is assumed that educational mathematics must construct a reference frame of to legitimize the functional justification demanded by other domains of knowledge. Its construction is a sine qua non condition to create a reciprocal and horizontal relationship between school mathematics and mathematics of other domains of knowledge. The nature of the aforementioned compels to study the social construction of mathematical knowledge, which provides the mathematics in use that happens in school, work, and life, and in their transversalities among these. These two aspects define a category of mathematical modelling, which on the one hand, formulates a theoretical variety and, on the other, it will involve a program to permanently change and transform school mathematical knowledge.

Original language | English |
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Title of host publication | Mathematical Modelling Programs in Latin America |

Subtitle of host publication | A Collaborative Context for Social Construction of Knowledge for Educational Change |

Publisher | Springer International Publishing |

Pages | 247-267 |

Number of pages | 21 |

ISBN (Electronic) | 9783031042713 |

ISBN (Print) | 9783031042706 |

DOIs | |

State | Published - 1 Jan 2022 |

## Keywords

- Mathematical modelling
- Socioepistemology
- Transversality of mathematical knowledge
- Undergraduate mathematics education
- Use of mathematical knowledge