A Contextualização na Modelagem Matemática na Educação Matemática
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6749 |
Resumo: | The term contextualization has frequently been mentioned in literature within discourses related to teaching practices, providing the articulation of mathematical content with applied situations and aiming to awaken students' interest in learning. Contextualization as a way of attributing direction and meanings was highlighted in official Brazilian documents, and research in Mathematics Education gathered with them. However, these statements are taken in their immediacy, without further reflection, therefore, in a philosophical approach, in a naive way, without explanations. The same happens in Mathematical Modeling, which, according to authors in the area, contextualization is often improperly assumed, thus emerging the need for studies that contribute to the understanding of this aspect. Considering these arguments and the experience with the subject, we express the following research question: what is this, the contextualization in Mathematical Modeling in Mathematics Education? In this way, the phenomenon of contextualization in Mathematical Modeling is questioned under the phenomenological and hermeneutic posture. The way to go to the phenomenon requested the understanding of texts that focused on it. So, we used the texts of scientific communications and experience reports from the annals of the National Conference about Modeling in Mathematics Education from 1999 to 2019. From 591 works available, 533 were significant for the investigation, as they contained, in the text body, at least some of the terms relevant to the investigation: contextualization and context. From the analysis of the phenomenon structure, four categories emerged: 1) The context is part of the Modeling; 2) The context as a ground in which... 3) The contextualization as a way of, that and for; 4) Modeling as a way of contextualizing or contextualizing through Modeling. The analysis took place in a hermeneutic phenomenological interpretative movement, which allows targeting aspects that, at first sight, are not explicit. From the categories interpretation, the context can be assumed from different perspectives, considered as an origin, as something that influences and interferes in Mathematical Modeling and is represented by/with it. The types of contexts, such as everyday life, reality, interdisciplinarity, assumed as solo, are shown with aspects that indicate the psychologization of the context in Modeling. Contextualization, in the other hand, emerged as a way of, that and for, which deal with the actions of subjects, purposes, objectives and paths. From this investigation, we understand that contextualization takes place in human historicity, showing a different direction from that which is usual within the community. |
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Klüber, Tiago EmanuelTambarussi, Carla MelliPaulo, Rosa MonteiroNehring, Cátia MariaZontini, Laynara dos Reis Santoshttp://lattes.cnpq.br/3239536649694405Schwendler, Denise2023-07-31T19:43:48Z2023-05-04Schwendler, Denise. A Contextualização na Modelagem Matemática na Educação Matemática. 2023. 105 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel.https://tede.unioeste.br/handle/tede/6749The term contextualization has frequently been mentioned in literature within discourses related to teaching practices, providing the articulation of mathematical content with applied situations and aiming to awaken students' interest in learning. Contextualization as a way of attributing direction and meanings was highlighted in official Brazilian documents, and research in Mathematics Education gathered with them. However, these statements are taken in their immediacy, without further reflection, therefore, in a philosophical approach, in a naive way, without explanations. The same happens in Mathematical Modeling, which, according to authors in the area, contextualization is often improperly assumed, thus emerging the need for studies that contribute to the understanding of this aspect. Considering these arguments and the experience with the subject, we express the following research question: what is this, the contextualization in Mathematical Modeling in Mathematics Education? In this way, the phenomenon of contextualization in Mathematical Modeling is questioned under the phenomenological and hermeneutic posture. The way to go to the phenomenon requested the understanding of texts that focused on it. So, we used the texts of scientific communications and experience reports from the annals of the National Conference about Modeling in Mathematics Education from 1999 to 2019. From 591 works available, 533 were significant for the investigation, as they contained, in the text body, at least some of the terms relevant to the investigation: contextualization and context. From the analysis of the phenomenon structure, four categories emerged: 1) The context is part of the Modeling; 2) The context as a ground in which... 3) The contextualization as a way of, that and for; 4) Modeling as a way of contextualizing or contextualizing through Modeling. The analysis took place in a hermeneutic phenomenological interpretative movement, which allows targeting aspects that, at first sight, are not explicit. From the categories interpretation, the context can be assumed from different perspectives, considered as an origin, as something that influences and interferes in Mathematical Modeling and is represented by/with it. The types of contexts, such as everyday life, reality, interdisciplinarity, assumed as solo, are shown with aspects that indicate the psychologization of the context in Modeling. Contextualization, in the other hand, emerged as a way of, that and for, which deal with the actions of subjects, purposes, objectives and paths. From this investigation, we understand that contextualization takes place in human historicity, showing a different direction from that which is usual within the community.O termo contextualização tem sido frequentemente mencionado na literatura em discursos concernentes às práticas de ensino proporcionando a articulação dos conteúdos matemáticos com situações aplicadas e visando despertar o interesse dos estudantes pela aprendizagem. A contextualização como um meio de atribuir sentidos e significados ganhou destaque nos documentos oficiais brasileiros, e pesquisas em Educação Matemática se alinharam a eles. Contudo, essas afirmações são tomadas em sua imediaticidade, sem maiores reflexões, portanto, em uma abordagem filosófica, de modo ingênuo, sem explicitações. O mesmo se passa na Modelagem Matemática que, conforme autores da área, a contextualização é, muitas vezes, assumida de modo indevido, emergindo, assim, uma necessidade interna de estudos que contribuam com a compreensão deste aspecto. Considerando estes argumentos e a experiência vivida com o tema, manifestamos a seguinte interrogação de pesquisa: o que é isto, a contextualização na Modelagem Matemática na Educação Matemática? Desse modo, o fenômeno da contextualização na Modelagem Matemática é interrogado sob a postura fenomenológica e hermenêutica. O modo de ir ao fenômeno solicitou a compreensão de textos que o focassem. Assim, fomos aos textos de comunicações científicas e relatos de experiência dos anais da Conferência Nacional sobre Modelagem na Educação Matemática de 1999 a 2019. Dos 591 trabalhos disponíveis, 533 se mostraram significativos para a investigação, pois continham, no corpo do texto, pelo menos algum dos termos pertinentes à investigação: contextualização, contexto, contextuar, contextualizar. Da análise da estrutura do fenômeno, emergiram quatro categorias: 1) O contexto é parte da Modelagem; 2) O contexto como um solo em que... 3) A contextualização como um modo de, que e para; 4) A Modelagem como um modo de contextualizar ou a contextualização pela Modelagem. A análise se deu em um movimento interpretativo fenomenológico hermenêutico, que permite visar aspectos que, num primeiro momento, não estão explícitos. Da interpretação das categorias, o contexto pode ser assumido sob diferentes perspectivas, considerado como origem, como algo que influencia e interfere na Modelagem Matemática e é representado por/com ela. Os tipos de contextos, como o cotidiano, a realidade, a interdisciplinaridade, assumidos como solos, se mostram com aspectos que indicam a psicologização do contexto na Modelagem. A contextualização, por sua vez, emergiu como um modo de, que e para, que tratam de ações de sujeitos, de finalidades, de objetivos e caminhos. Desta investigação, compreendemos que a contextualização se dá na historicidade humana, mostrando uma direção distinta daquela que é usual no âmbito da comunidade.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2023-07-31T19:43:48Z No. of bitstreams: 2 DENISE _SCHWENDLER.2023.pdf: 1425857 bytes, checksum: 9c402cf982db4300ca879a47db436a76 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2023-07-31T19:43:48Z (GMT). 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dc.title.por.fl_str_mv |
A Contextualização na Modelagem Matemática na Educação Matemática |
dc.title.alternative.eng.fl_str_mv |
Contextualization in Mathematical Modeling in Mathematics Education |
title |
A Contextualização na Modelagem Matemática na Educação Matemática |
spellingShingle |
A Contextualização na Modelagem Matemática na Educação Matemática Schwendler, Denise Contexto Contextualizar Modelagem Matemática Fenomenologia Context Contextualize Mathematical Modeling Phenomenology EDUCAÇÃO EM CIÊNCIAS E EDUCAÇÃO MATEMÁTICA |
title_short |
A Contextualização na Modelagem Matemática na Educação Matemática |
title_full |
A Contextualização na Modelagem Matemática na Educação Matemática |
title_fullStr |
A Contextualização na Modelagem Matemática na Educação Matemática |
title_full_unstemmed |
A Contextualização na Modelagem Matemática na Educação Matemática |
title_sort |
A Contextualização na Modelagem Matemática na Educação Matemática |
author |
Schwendler, Denise |
author_facet |
Schwendler, Denise |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Klüber, Tiago Emanuel |
dc.contributor.advisor-co1.fl_str_mv |
Tambarussi, Carla Melli |
dc.contributor.referee1.fl_str_mv |
Paulo, Rosa Monteiro |
dc.contributor.referee2.fl_str_mv |
Nehring, Cátia Maria |
dc.contributor.referee3.fl_str_mv |
Zontini, Laynara dos Reis Santos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3239536649694405 |
dc.contributor.author.fl_str_mv |
Schwendler, Denise |
contributor_str_mv |
Klüber, Tiago Emanuel Tambarussi, Carla Melli Paulo, Rosa Monteiro Nehring, Cátia Maria Zontini, Laynara dos Reis Santos |
dc.subject.por.fl_str_mv |
Contexto Contextualizar Modelagem Matemática Fenomenologia |
topic |
Contexto Contextualizar Modelagem Matemática Fenomenologia Context Contextualize Mathematical Modeling Phenomenology EDUCAÇÃO EM CIÊNCIAS E EDUCAÇÃO MATEMÁTICA |
dc.subject.eng.fl_str_mv |
Context Contextualize Mathematical Modeling Phenomenology |
dc.subject.cnpq.fl_str_mv |
EDUCAÇÃO EM CIÊNCIAS E EDUCAÇÃO MATEMÁTICA |
description |
The term contextualization has frequently been mentioned in literature within discourses related to teaching practices, providing the articulation of mathematical content with applied situations and aiming to awaken students' interest in learning. Contextualization as a way of attributing direction and meanings was highlighted in official Brazilian documents, and research in Mathematics Education gathered with them. However, these statements are taken in their immediacy, without further reflection, therefore, in a philosophical approach, in a naive way, without explanations. The same happens in Mathematical Modeling, which, according to authors in the area, contextualization is often improperly assumed, thus emerging the need for studies that contribute to the understanding of this aspect. Considering these arguments and the experience with the subject, we express the following research question: what is this, the contextualization in Mathematical Modeling in Mathematics Education? In this way, the phenomenon of contextualization in Mathematical Modeling is questioned under the phenomenological and hermeneutic posture. The way to go to the phenomenon requested the understanding of texts that focused on it. So, we used the texts of scientific communications and experience reports from the annals of the National Conference about Modeling in Mathematics Education from 1999 to 2019. From 591 works available, 533 were significant for the investigation, as they contained, in the text body, at least some of the terms relevant to the investigation: contextualization and context. From the analysis of the phenomenon structure, four categories emerged: 1) The context is part of the Modeling; 2) The context as a ground in which... 3) The contextualization as a way of, that and for; 4) Modeling as a way of contextualizing or contextualizing through Modeling. The analysis took place in a hermeneutic phenomenological interpretative movement, which allows targeting aspects that, at first sight, are not explicit. From the categories interpretation, the context can be assumed from different perspectives, considered as an origin, as something that influences and interferes in Mathematical Modeling and is represented by/with it. The types of contexts, such as everyday life, reality, interdisciplinarity, assumed as solo, are shown with aspects that indicate the psychologization of the context in Modeling. Contextualization, in the other hand, emerged as a way of, that and for, which deal with the actions of subjects, purposes, objectives and paths. From this investigation, we understand that contextualization takes place in human historicity, showing a different direction from that which is usual within the community. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-07-31T19:43:48Z |
dc.date.issued.fl_str_mv |
2023-05-04 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
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dc.identifier.citation.fl_str_mv |
Schwendler, Denise. A Contextualização na Modelagem Matemática na Educação Matemática. 2023. 105 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6749 |
identifier_str_mv |
Schwendler, Denise. A Contextualização na Modelagem Matemática na Educação Matemática. 2023. 105 f. Dissertação( Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel. |
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Universidade Estadual do Oeste do Paraná Cascavel |
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Universidade Estadual do Oeste do Paraná Cascavel |
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