Proximities and convergences between Mathematical Modeling and STEAM

Detalhes bibliográficos
Autor(a) principal: Coelho, José Ricardo Dolenga
Data de Publicação: 2020
Outros Autores: Góes, Anderson Roges Teixeira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/2754
Resumo: Considering the need for differentiated pedagogical practices enabling the association of student’s reality and other areas of knowledge, so that scientific/school concepts/content have greater meaning, this paper presents the approximation between methodologies Mathematical Modeling and STEAM. Such discussion is indispensable, because when researching the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), no studies involving both methodologies were identified.  With this, research presents elements associating similarities in the stages/phases indicated by each methodology, which allow the student, mediated by the teacher, to develop mathematical and physical models to solve current problem situations. Based on the theoretical studies carried out, it is possible to consider that the two methodologies have similarities and can be inserted into the process of Mathemathics teaching and learning, allowing the student to be the protagonist in the construction of his knowledge, not only of mathematical concepts, but also in an interdisciplinary approach.
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spelling Proximities and convergences between Mathematical Modeling and STEAMProximidades e convergências entre a Modelagem Matemática e o STEAMEnsino e aprendizagemResolução de ProblemasMetodologias ativasTendências em Educação MatemáticaTeaching and learningProblem solvingActive methodologiesTrends in Mathematics EducationConsidering the need for differentiated pedagogical practices enabling the association of student’s reality and other areas of knowledge, so that scientific/school concepts/content have greater meaning, this paper presents the approximation between methodologies Mathematical Modeling and STEAM. Such discussion is indispensable, because when researching the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), no studies involving both methodologies were identified.  With this, research presents elements associating similarities in the stages/phases indicated by each methodology, which allow the student, mediated by the teacher, to develop mathematical and physical models to solve current problem situations. Based on the theoretical studies carried out, it is possible to consider that the two methodologies have similarities and can be inserted into the process of Mathemathics teaching and learning, allowing the student to be the protagonist in the construction of his knowledge, not only of mathematical concepts, but also in an interdisciplinary approach.Considerando a necessidade de práticas pedagógicas diferenciadas que possibilitem associar a realidade do estudante com outras áreas do conhecimento, para que conceitos/conteúdos científicos/escolares tenham maior significado, este estudo apresenta as proximidades e convergências entre as metodologias Modelagem Matemática e STEAM. Tal discussão mostra-se necessária, pois ao verificar pesquisas no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), não foram identificados trabalhos envolvendo ambas metodologias. Com isso, este estudo apresenta elementos associando semelhanças nas etapas/fases indicadas por cada metodologia, o que possibilita ao estudante, mediado pelo professor, desenvolver modelos matemáticos e físicos para a resolução de situações-problema. Pelos estudos teóricos realizados, é possível considerar que as duas metodologias têm aproximações e podem ser inseridas nos processos de ensino e de aprendizagem de Matemática, possibilitando que o estudante seja o protagonista na construção de seu conhecimento, não somente de conceitos matemáticos, mas numa abordagem interdisciplinar.Editora Unimontes2020-09-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/275410.46551/emd.e202045Educação Matemática Debate; v. 4 n. 10 (2020): jan./dez.; 1-232526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/2754/4382https://www.periodicos.unimontes.br/index.php/emd/article/view/2754/3272https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessCoelho, José Ricardo DolengaGóes, Anderson Roges Teixeira2021-11-02T15:46:23Zoai:ojs2.periodicos.unimontes.br:article/2754Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2021-11-02T15:46:23Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Proximities and convergences between Mathematical Modeling and STEAM
Proximidades e convergências entre a Modelagem Matemática e o STEAM
title Proximities and convergences between Mathematical Modeling and STEAM
spellingShingle Proximities and convergences between Mathematical Modeling and STEAM
Coelho, José Ricardo Dolenga
Ensino e aprendizagem
Resolução de Problemas
Metodologias ativas
Tendências em Educação Matemática
Teaching and learning
Problem solving
Active methodologies
Trends in Mathematics Education
title_short Proximities and convergences between Mathematical Modeling and STEAM
title_full Proximities and convergences between Mathematical Modeling and STEAM
title_fullStr Proximities and convergences between Mathematical Modeling and STEAM
title_full_unstemmed Proximities and convergences between Mathematical Modeling and STEAM
title_sort Proximities and convergences between Mathematical Modeling and STEAM
author Coelho, José Ricardo Dolenga
author_facet Coelho, José Ricardo Dolenga
Góes, Anderson Roges Teixeira
author_role author
author2 Góes, Anderson Roges Teixeira
author2_role author
dc.contributor.author.fl_str_mv Coelho, José Ricardo Dolenga
Góes, Anderson Roges Teixeira
dc.subject.por.fl_str_mv Ensino e aprendizagem
Resolução de Problemas
Metodologias ativas
Tendências em Educação Matemática
Teaching and learning
Problem solving
Active methodologies
Trends in Mathematics Education
topic Ensino e aprendizagem
Resolução de Problemas
Metodologias ativas
Tendências em Educação Matemática
Teaching and learning
Problem solving
Active methodologies
Trends in Mathematics Education
description Considering the need for differentiated pedagogical practices enabling the association of student’s reality and other areas of knowledge, so that scientific/school concepts/content have greater meaning, this paper presents the approximation between methodologies Mathematical Modeling and STEAM. Such discussion is indispensable, because when researching the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), no studies involving both methodologies were identified.  With this, research presents elements associating similarities in the stages/phases indicated by each methodology, which allow the student, mediated by the teacher, to develop mathematical and physical models to solve current problem situations. Based on the theoretical studies carried out, it is possible to consider that the two methodologies have similarities and can be inserted into the process of Mathemathics teaching and learning, allowing the student to be the protagonist in the construction of his knowledge, not only of mathematical concepts, but also in an interdisciplinary approach.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/2754
10.46551/emd.e202045
url https://www.periodicos.unimontes.br/index.php/emd/article/view/2754
identifier_str_mv 10.46551/emd.e202045
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/2754/4382
https://www.periodicos.unimontes.br/index.php/emd/article/view/2754/3272
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 4 n. 10 (2020): jan./dez.; 1-23
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
repository.mail.fl_str_mv revista.emd@unimontes.br||
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