12-year olds learning mathematics with System Dynamics: a case study from a rural locality of North-eastern Portugal

摘要

During the experiment, the students are observed by the same teacher, performing aqualitative evaluation of, inter alia, their participation, enthusiasm, andcomprehension. The preliminary observations mark a difference between the twosets of students, the ones instructed with System Dynamics being more interested inmathematics, facing mathematics as less abstract, and “seeing more into math” thanjust mere equations.Overall, the results of the experiment are encouraging and System Dynamicsappears as a promising instrument for certain topics of mathematics, possibly lookinginto a formal curricular introduction.