MODELAGEM NA EDUCAÇÃO MATEMÁTICA: POSSÍVEIS GANHOS PEDAGÓGICOS, CIENTIFICOS E PESSOAIS

Abstract

The present study had the general objective of identifying how Mathematical Modeling can contribute to the pedagogical process of teaching and learning mathematics. From of the general objective, specific objectives were developed, which were: to analyze, from the development of practices with Modeling, integration with mathematical content, importance of contextualization, the development of autonomy and new learning; analyze how Mathematical Modeling can be integrated into basic education content, exploring practical cases involving real situations; examine how Modeling Mathematics can promote a deeper understanding of relationships between contexts social and cultural aspects in the teaching and learning of Mathematics and develop a product educational from practices. To achieve the objectives of this work, it was a qualitative research was developed, with the characteristics highlighted by Bogdan and Biklen (1994). The data was produced in the description of activities, audio recording and materials produced by the research participants themselves. Mathematical Modeling practices were developed following the five steps suggested by Burak (1992). The present research had special concern with the teaching and learning process, the research data showed that practices with Mathematical Modeling from the perspective of Education Mathematics were effective, as they contributed to the learning of mathematical concepts. However, in addition to these contributions, Mathematical Modeling practices collaborated with maturation of students, helping to develop autonomy, criticality and of empathy, developing these students to become upstanding, collaborative, persevering, interested and capable of making decisions. From the work resulting from practices developed, an educational product was produced that aims to train and support to teachers to carry out Mathematical Modeling practices.