Analysis of the Institutional Relationship of the Modeling Activity in a Moroccan High School Textbook

Brahim  Ennassiri; Marouane  Moukhliss; Said  Abouhanifa; Elmostapha  Elkhouzai; Azizi  Elmostafa; Benkenza  Najia

doi:10.36941/ajis-2023-0020

Authors

Brahim Ennassiri University Hassan 1st, Faculty of sciences and technologies (FST) Laboratory IR2M, FST of Settat. Morocco.
Marouane Moukhliss Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, P.O Box 7955 Sidi Othman, Casablanca, Morocco
Said Abouhanifa Centre Régional des Métiers de l’Enseignement et de la Formation (CRMEF), Settat, Morocco
Elmostapha Elkhouzai University Hassan 1st, Faculty of sciences and technologies (FST) Laboratory IR2M, FST of Settat. Morocco.
Azizi Elmostafa Centre Régional des Métiers de l’Enseignement et de la Formation (CRMEF), Settat, Morocco
Benkenza Najia Interdisciplinary Team; Science and Technology Teaching-Learning Systems, Casablanca-Settat Regional Center for Education and Training, Eljadida, Morocco

DOI:

https://doi.org/10.36941/ajis-2023-0020

Keywords:

modeling, algebraic thinking, algebraic potential, institutional relationship

Abstract

To identify the institutional relationship to modeling as an element of algebraic thinking, this article aims at analyzing the algebraic potential residing in the modeling activities that appear in the school textbook "Al-Moufid"; referring to the Anthropological Theory of Didactics (TAD) developed by Chevalard(1999) and to the Epistemological Reference Model of Algebraic Thinking (MERPA) proposed by Najar et al.( 2021). This official textbook is for 1st-year secondary Moroccan students (Age 12 to 13), as a level in which the arithmetic-algebra transition is manifested. In this institution, the pedagogical guidelines treat modeling as a skill to be developed in students without making an explicit definition or a link with the development of algebraic thinking. This analysis shows the considerable presence of modeling activities but with insufficient algebraic potential. On the other hand, several proposed modeling activities do not allow students to go completely through the modeling process as described by Chevallard (Chevallard, 1989).

Received: 17 October 2022 / Accepted: 29 December 2022 / Published: 5 January 2023