Mathematical Modelling and Didactics Sequences: a relationship of complementarity

Detalhes bibliográficos
Autor(a) principal: Borges, Pedro Augusto Pereira
Data de Publicação: 2008
Outros Autores: Nehring, Cátia Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Bolema: Boletim de Educação Matemática
Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1823
Resumo: The mathematical modelling has been presented in literature as an efficient way of contextualizing of elementary mathematical concepts, and as a possibility to the students living a researcher experience. But its use as a mathematic teaching method still presents questions to be explained from the educational point of view. This article analyses two kinds of use of modelling on the teaching, and treats the possible teaching results: as a part of a didactic sequence and as a didactic sequence generated from a real problem. The conclusions consider that the teaching resultant of didactic sequences of modelling is: an integrator of concepts and develops the ability to associate the mathematical concepts to the real situations; the teaching is, in a general analysis, incomplete when relationed to the learning of planned contents, needing other didactics sequences; and the modelling, when is complemented with didactic sequences, contributes to a more significant learning, without losing its characteristic of investigation of problems. Keywords: Mathematical Modelling at Teaching. Didactic Engineering. Mathematics Teaching.
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spelling Mathematical Modelling and Didactics Sequences: a relationship of complementarityModelagem Matemática e Seqüências Didáticas: uma relação de complementaridadeThe mathematical modelling has been presented in literature as an efficient way of contextualizing of elementary mathematical concepts, and as a possibility to the students living a researcher experience. But its use as a mathematic teaching method still presents questions to be explained from the educational point of view. This article analyses two kinds of use of modelling on the teaching, and treats the possible teaching results: as a part of a didactic sequence and as a didactic sequence generated from a real problem. The conclusions consider that the teaching resultant of didactic sequences of modelling is: an integrator of concepts and develops the ability to associate the mathematical concepts to the real situations; the teaching is, in a general analysis, incomplete when relationed to the learning of planned contents, needing other didactics sequences; and the modelling, when is complemented with didactic sequences, contributes to a more significant learning, without losing its characteristic of investigation of problems. Keywords: Mathematical Modelling at Teaching. Didactic Engineering. Mathematics Teaching.A Modelagem Matemática tem sido apresentada na literatura como uma eficiente forma de contextualização dos conceitos matemáticos escolares e possibilidade de o aluno vivenciar a experiência de pesquisador. Porém o uso da modelagem como método de ensino de Matemática ainda apresenta questões a serem esclarecidas do ponto de vista educacional. Este artigo discute o ensino gerado pela modelagem, através da análise de duas formas de uso desta: como parte de uma seqüência didática e como uma seqüência didática gerada a partir de um problema real. As conclusões consideram que o ensino gerado por seqüências didáticas de modelagem é: integrador de conceitos e desenvolve a habilidade de associar os conceitos matemáticos às situações reais; o ensino é, de modo geral, incompleto com relação à aprendizagem dos conteúdos planejados, necessitando de outras seqüências didáticas; e a modelagem, complementada com seqüências didáticas, contribui para uma aprendizagem mais significativa, sem perder sua característica de investigação de problemas. Palavras-Chave: Modelagem Matemática no Ensino. Engenharia Didática. Ensino de Matemática.UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas2008-10-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1823Bolema: Boletim de Educação Matemática; v. 21 n. 30 (2008); 131-1471980-44150103-636Xreponame:Bolema: Boletim de Educação Matemáticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1823/1569Borges, Pedro Augusto PereiraNehring, Cátia Mariainfo:eu-repo/semantics/openAccess2015-09-23T17:13:17Zoai:periodicos.rc.biblioteca.unesp.br:article/1823Revistahttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/PUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/oaibolema.contato@gmail.com||romiarka@gmail.com1980-44150103-636Xopendoar:2015-09-23T17:13:17Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Mathematical Modelling and Didactics Sequences: a relationship of complementarity
Modelagem Matemática e Seqüências Didáticas: uma relação de complementaridade
title Mathematical Modelling and Didactics Sequences: a relationship of complementarity
spellingShingle Mathematical Modelling and Didactics Sequences: a relationship of complementarity
Borges, Pedro Augusto Pereira
title_short Mathematical Modelling and Didactics Sequences: a relationship of complementarity
title_full Mathematical Modelling and Didactics Sequences: a relationship of complementarity
title_fullStr Mathematical Modelling and Didactics Sequences: a relationship of complementarity
title_full_unstemmed Mathematical Modelling and Didactics Sequences: a relationship of complementarity
title_sort Mathematical Modelling and Didactics Sequences: a relationship of complementarity
author Borges, Pedro Augusto Pereira
author_facet Borges, Pedro Augusto Pereira
Nehring, Cátia Maria
author_role author
author2 Nehring, Cátia Maria
author2_role author
dc.contributor.author.fl_str_mv Borges, Pedro Augusto Pereira
Nehring, Cátia Maria
description The mathematical modelling has been presented in literature as an efficient way of contextualizing of elementary mathematical concepts, and as a possibility to the students living a researcher experience. But its use as a mathematic teaching method still presents questions to be explained from the educational point of view. This article analyses two kinds of use of modelling on the teaching, and treats the possible teaching results: as a part of a didactic sequence and as a didactic sequence generated from a real problem. The conclusions consider that the teaching resultant of didactic sequences of modelling is: an integrator of concepts and develops the ability to associate the mathematical concepts to the real situations; the teaching is, in a general analysis, incomplete when relationed to the learning of planned contents, needing other didactics sequences; and the modelling, when is complemented with didactic sequences, contributes to a more significant learning, without losing its characteristic of investigation of problems. Keywords: Mathematical Modelling at Teaching. Didactic Engineering. Mathematics Teaching.
publishDate 2008
dc.date.none.fl_str_mv 2008-10-06
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.rc.biblioteca.unesp.br/index.php/bolema/article/view/1823
url https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1823
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/1823/1569
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
publisher.none.fl_str_mv UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
dc.source.none.fl_str_mv Bolema: Boletim de Educação Matemática; v. 21 n. 30 (2008); 131-147
1980-4415
0103-636X
reponame:Bolema: Boletim de Educação Matemática
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Bolema: Boletim de Educação Matemática
collection Bolema: Boletim de Educação Matemática
repository.name.fl_str_mv Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bolema.contato@gmail.com||romiarka@gmail.com
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