Experimentação com Tecnologias Digitais nas Atividades de Modelagem Matemática: possíveis encaminhamentos para o ensino e a aprendizagem de Matemática

• Autor(a) principal: ALESSANDRO RIBEIRO DA SILVA
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/8514
• topic: Modelagem Matemática. Tecnologias Digitais; Experimentação; Ensino e Aprendizagem de Matemática; Educação Matemática.

This dissertation is linked to the Group for Training, Studies and Research in Mathematics Education (GFEPEM) and the Extension Action "Mathematics Workshops - VEM PARA UFMS". Currently, there are different pedagogical strategies that seek to enhance the teaching and learning of mathematics in basic education. Among these methods or methodologies, which aim to support researchers/teachers during their school practices, is Mathematical Modeling, which in this research is the main theoretical contribution, considered as a pedagogical alternative conceived by Almeida, Silva and Vertuan (2021). And, together with it, we used Experimentation with Technology defended by Borba, Silva and Gadanidis (2023) as a way of analysing how Experimentation can enhance the contributions of the use of Digital Technologies in the construction of mathematical and extramathematical knowledge of high school students according to the phases of Mathematical Modeling. In order to validate our objective, we carried out a study in a state public school located in Campo Grande - MS, with students from two classes in the 3rd year of high school. We conducted classroom observations, individual and group interviews, participated in collaborative activities on online platforms such as Canva and Mentimeter, and analysed the materials produced by the participants, such as the students' records, as well as the notes taken by the researcher/teacher. Our analysis was based on three categories defined a priori. In view of this, this research is of an interpretative qualitative nature according to Marcone and Lakatos (2003), and Moreira (2011). As a result, we can identify in the Modeling phases after the Experimentation with Technologies, that the students were protagonists in the construction of their mathematical and extramathematical knowledge, with the mediation of the researcher/teacher. In this way, they carried out experiments with various Digital Technologies and compared them with the results obtained manually, experiencing the ease that Technologies provide. Thus, they worked collaboratively in groups, raised hypotheses, tested data collected from problem situations in real time, created conjectures, and finally validated the mathematical models obtained from the procedures (phases) of Mathematical Modeling.