{"id":1665,"date":"2016-11-29T01:32:42","date_gmt":"2016-11-29T01:32:42","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1665"},"modified":"2016-11-29T01:32:42","modified_gmt":"2016-11-29T01:32:42","slug":"vol28-3-4en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-4en\/","title":{"rendered":"The Role of Experimentation in Mathematical Modeling"},"content":{"rendered":"<p><strong>Authors:<\/strong> Ruth Rodr\u00edguez Gallegos, Samantha Quiroz Rivera<\/p>\n<p><strong>Abstract:<\/strong> This research aims at describing the role of experimentation in the<br \/>\ndesign of a mathematics course for engineers, which was based on mathematical<br \/>\nmodeling. The course is Differential Equations (ED), taught in second year<br \/>\nin a private institution in Northeast Mexico. The study, in a qualitative approach,<br \/>\nshows how experimentation provides significant elements for better understanding<br \/>\nthe modeling of electrical phenomena by Differential Equations, specifically,<br \/>\nthe study of electrical circuit Resistor-Capacitor (RC) and their respective<br \/>\nstudy from mathematical and physical point of view through the use of specific<br \/>\ntechnology. The results reveal that the implementation of experimentation in a<br \/>\nmath class allows the construction, interpretation, and validation of mathematical<br \/>\nmodels by the students themselves, which are proposed in the course in<br \/>\na collaborative way as opposed to traditional teaching of this subject, which it<br \/>\nis limited to the presentation of methods to solve ED without any connection<br \/>\nto reality.<\/p>\n<p><strong>Keywords:<\/strong> Mathematical models, experimentation, Engineering Education, Differential<br \/>\nEquations.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28\/3\/4.pdf\"><img loading=\"lazy\" class=\"alignleft size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Ruth Rodr\u00edguez Gallegos, Samantha Quiroz Rivera Abstract: This research aims at describing the role of experimentation in the design of a mathematics course for engineers, which was based on mathematical modeling. The course is Differential Equations (ED), taught in second year in a private institution in Northeast Mexico. The\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-4en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2],"tags":[532,563,564,119],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1665"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1665"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1665\/revisions"}],"predecessor-version":[{"id":1666,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1665\/revisions\/1666"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1665"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1665"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1665"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}