A modelagem matemática como proposta de ensino e aprendizagem do conceito de função

• Autor(a) principal: Souza, Ricardo Antonio de
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10855
• topic: Educação matemática; Ensino e aprendizagem; Modelagem matemática; Função; Math education; Teaching and learning; Mathematical modeling; Function; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

The aim of this study was to determine if teachers take ownership of the modeling as teaching and learning. To do so, relying on the "second case" modeling proposed by Barbosa, we developed an activity with teachers in state schools in time for collective pedagogical work (htpc) to fetch data which may give clues to how these teachers incorporate this strategy into their teaching, for teaching the concept of function. The survey consisted of three phases: first, we develop a modeling activity for introducing the concept of function. This phase was conducted in two meetings of two hours each one, in which we intended to present conditions for teachers to realize that through a real problem, it is possible to construct the desired knowledge. In the second stage individual interviews were conducted to determine how the participating teachers could have appropriated the mathematical modeling in their teaching practices. We used the work of Silveira, which examines theses and dissertations that deal with mathematical modeling as a strategy for teaching and learning both in initial and in-service teacher, to elaborate the issues presented, as well as analysis of the responses to them. In the last phase, using the same questions from the front, we held a press conference with participants in order to identify possible discrepancies between the answers given in the first and this and find some similarities between the analysis performed on the work of Silveira and responses by our participants. Despite some similarities, we identified other factors that may lead to acceptance or rejection of mathematical modeling for teaching practice. However, even with an apparent acceptance of this methodology by the subjects of our research, we can‟t guarantee that they actually use in their teaching practices: for this, would be necessary after some time to verify its ownership. The choice of time HTPC, it proved appropriate to reflect socialized by teachers from the same institution, and there are statements about the desirability of using this space