As concepções de docentes acerca da modelagem matemática

Abstract

Mathematical Modeling is a way of teaching mathematically that seeks to relate what is learned in the classroom with the daily lives of students. The mais goal of this research is to understanding perceptions that teachers attribute to the possibilities of Mathematical Modeling in their Curricular Integration Fields; The specific goals are: a) Understanding teacherss' perception of what Mathematical Modeling is. b) Evaluate the main contributions that the formative modules of a course on Mathematical Modeling can offer to teachers in terms of reconstructing their practices. From this perspective, we seek to answer the research question: “What perceptions do teachers attribute to the possibilities of developing Mathematical Modeling strategies with their classes? ”. The research was carried out with a qualitative approach. The research data were constituted from the transcripts of the dialogues established during the Formative Modules of the Mathematical Modeling in full time Education Course: challenges and possibilities, two questionnaires, a cloud of words and the researcher's field diary notes. Data analysis was inspired by Content Analysis. We identified two categories: Reflections on Perspectives and Conceptions on Mathematical Modeling and Reflections on issues that may influence Teaching Practice. At the end, I conclude that Mathematical Modelingcan be related to the student's reality and I identified that it can contribute to awaken the students' critical sense. Beside that, it can be linked to transversal themes. We also emphasize the perspective that the participants identified Modeling as a possible alternative of be worked on.