MODELAGEM NA EDUCAÇÃO MATEMÁTICA NO 9º ANO DO ENSINO FUNDAMENTAL: UMA PERSPECTIVA PARA O ENSINO E A APRENDIZAGEM

• Ano de defesa: 2016
• Autor(a) principal: Huf, Samuel Francisco
• Orientador(a): Burak, Dionísio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
• Departamento: Unicentro::Departamento de Biologia; Unicentro::Departamento de Matemática; Unicentro::Departamento de Química; Unicentro::Departamento de Física; Unicentro::Departamento de Ciências Exatas e de Tecnologia; Unicentro::Departamento de Ciências Agrárias e Ambientais
• País: Brasil
• Palavras-chave em Português: Modelagem Matemática; Ensino Fundamental; Ensino e aprendizagem
• Palavras-chave em Inglês: Mathematical Modeling; Elementary School; Teaching and learning
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS
• Link de acesso: http://localhost:8080/tede/handle/tede/549

This paper shows the aspects relate to the activities of mathematical modelling in mathematics education, in the sphere of elementary school, more precisely in the 9thgrade from elementary school. The leading questions of the search is: What is shown in relation to teaching and learning mathematics, from the activities done in the primal teaching of elementary school? The general aim is: pointing the pedagogical and scientific implications resulting of the application of the mathematical modelling in mathematics education. From this main objective, we define the specific ones, to analyze and interpret data collected from productions and interview with the students, on pedagogical aspects of the use of Mathematical Modeling; developing an Educational Product for Basic Education teachers, and a recording video, from the activities done. In view of the question and the intended goals, we opted for a qualitative research following a methodology and interpretative approach, regarding to the nature and research delineation, we appoint ethnographical study in education. The conception of Mathematical Modelling adopted, for the development activities, based on Burak (1998, 2004). The data processing, relate to the analyses of content, it was performed from the perspective of Bogdan e Biklen (1994). Based on the expressions, interview and production of materials resulting from the activities done by students, point to a considerable difference between training practice using Modelling and a usual practice of a study focusing on memorization, textbook problem, and fictional situations. By means of the results achieved is possible to cogitate the improvement of teaching quality, on the part of the teacher, it becomes possible when leaving the comfort zone and has direct consequences on learning math and an education back grounded of a student more critical and better prepared to the challenges of this century.