MODELAGEM MATEMÁTICA: potencializando a sala de aula invertida

Abstract

The results in process of teaching and learning of mathematic are less than expected and indicates the necessity of rethink the practices on school environment. In this perspective it is pointed the Reversed Classroom with a method of teaching able to become more attractive and dynamics the Math classes. Whereas, believed that the development of activities with this methodology can be improving when part of approach of subjects of interest from students arebased on the Mathematical Modeling. So, this search rely on with the aspects related to development of activities the involve the Reversed Classroom and, afterwards, the Reversed Classroom and Mathematical Modeling, within Basic Education, has been realized in two classes of 3rd grader of High School. The leading question of this investigation was: What it has become clear when the Mathematical Modeling is used as starting point to application of methodological strategy of Reversed Classroom on Math teaching? The general purpose was understand in what aspects the Mathematical Modeling can improving the Reversed Classroom in teaching and learning process of Math. In terms of the leading question and the general purpose, this work follows the qualitative research and within itself, it opted for research action methodology, because it is that more closed to this investigative context. The Reversed Classroom model on approach of math subjects occur by video lessons. The conception of Mathematical Modeling was based on Burak(1994, 1998, 2004, 2010). Finally, the dates collected were analyze according to BogdanandBiklen (1994), with the description of activities, photographs, testimonials and production of students, that show an inductive analyze teacher and students. This dates indicate that Mathematical Modeling improving the Reversed Classroom, with highlight to motivation of students during the choice of subject of study and preparation of situations problems. The math subjects were define by situations problems and it do not follow one linear approach, where it has the uses of different subjects to solve the even problem. The virtual material, produced and organized by teacher sought to attend the necessity of solve the situations propose by students. This work development autonomy of students, where they assume the center, with position of protagonist of their learning. All this in one individual pace, however in one collective work.