We present results that come from analysing students’ processes of solving tasks designed particularly for the learning of differential equations in a situational context. A teaching sequence was implemented during a semester-long course that comprised several tasks to cover the content of the course. Following a qualitative analysis, we show how a contextualised task can favour the construction of meanings associated with differential equations and how the interpretation of the terms present in those equations is developed. We also highlight some difficulties that may arise in students’ interpretations when the task involves meanings from other disciplines.
- free fall problem
- mathematical modelling
- model-eliciting activities
- teaching differential equations