Mathematical modeling cycle interpreted in the light of students heuristic strategies

• Autor(a) principal: Almeida, Lourdes Maria Werle de
• Data de Publicação: 2021
• Outros Autores: Silva, Karina Alessandra Pessoa da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2936
• topic: Educação Matemática; Modelagem Matemática; Heurísticas; Ciclo de Modelagem; Mathematics Education; Mathematical Modelling; Heuristics; Modelling Cycle; Educación Matemática; Modelización Matemática; Heurística; Ciclo de Modelización

In this article we present results of a research in which we direct our attention to the mathematical modeling cycles, more specifically, to the double direction of the arrows used in these cycles, associating them to the students' heuristic strategies when developing these activities. Our theoretical basis refers to the steps, phases or even stages related to the development of a mathematical modeling activity, as well as the assumptions related to heuristic strategies as devices used by students to define appropriate ways of solving a problem. The empirical research refers to a mathematical modeling activity developed by students of a Mathematical Modeling discipline in a Postgraduate Program in Mathematics Education at a public university. A narrative description of speeches and gestures, as well as the report of the activity and the presentation that the five students of a group made for all the students in the class, allow us to infer that double direction arrows in the mathematical modeling cycle correspond to a doing or to a going through a way in which heuristic strategies are devices to proceed, to regulate and to evaluate the activity's direction.