Um Estudo Sobre o Problema em Atividades de Modelagem Matemática
| Ano de defesa: | 2019 |
|---|---|
| Autor(a) principal: |
Santos, Silvia Regina Potulski dos
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| Orientador(a): |
Veronez, Michele Regiane Dias
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| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
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| Departamento: |
Unicentro::Departamento de Biologia
Unicentro::Departamento de Matemática Unicentro::Departamento de Química Unicentro::Departamento de Física Unicentro::Departamento de Ciências Agrárias e Ambientais Unicentro::Departamento de Ciências Exatas e de Tecnologia |
| País: |
Brasil
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| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unicentro.br:8080/jspui/handle/jspui/1462 |
Resumo: | In this research we assume the Mathematical Modeling as a pedagogical alternative through which one can deal with diverse subjects in the school contexts. In addition, we consider that Mathematical Modeling involves the search for solutions to problems that may be suggested by the teacher, students or by an agreement between them. In this scenario, the problematization of a daily situation enables the teacher to contemplate aspects of the students' reality and discuss about diverse knowledge to beyond mathematical concepts, while seeking to obtain an answer to the problem that conducts the development of the modeling activity mathematics, which favors their active attitudes. As a possibility to broaden our understanding of the problem in Mathematical Modeling, we turn our attention to the actions of the 7th and 8th grade students of middle school, as well as the conducting teacher, guided by the question: What aspects lead students to recognize a problem and investigate in mathematical modeling activities? Therefore, we seek to investigate how the problem emerges in mathematical modeling activities, as well as analyze the participation of students and teacher in the elaboration / definition of such problem. The methodological option that grounds our study is the qualitative approach. Thus, the data collecting was based on audio recordings of the classes, which were later transcribed, the written records of the students and the teacher. These data were collected during a period of twenty five classes, in each class, in which were developed the mathematical modeling activities presented in this investigation. As a result we infer that a problem in mathematical modeling activities emerges, and sustains itself, following two aspects: the students' curiosity associated with their involvement with the subject under study and the teacher's intervention during the development of the activity. Keywords: Practices with Mathematical Modeling; Student actions; Teache |