Modelagem matemática na educação básica : um olhar sobre os conhecimentos que emergem em experiências vivenciadas pelos estudantes

• Ano de defesa: 2017
• Autor(a) principal: Rozal, Edilene Farias
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Modelagem matemática; Construção de conhecimentos; Aprendizagem significativa; Ensino e aprendizagem de matemática; Educação básica; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Mathematical modeling; Construction of knowledge; Meaningful learning; Teaching and learning of mathematics; Basic education
• Link de acesso: http://ri.ufmt.br/handle/1/5067

The present thesis aims to investigate, from the analyzes in the Dissertations and Theses, the construction of knowledge by students who experienced experiences with Mathematical Modeling, to identify the nature of knowledge acquired and / or built in the process with Modeling. It is guided by the question: what is shown in the authors' explicit description from Dissertations and Theses in relation to the construction of knowledge by students who have experienced experiences with Mathematical Modeling? In the present investigation I turn my look to the Dissertations and Theses, that in their scope, they have dealt with activities of Modeling in Basic Education. At first I carried out the survey of these works, which resulted in four dissertations for analysis. In the second moment they were analyzed and categorized according to their own information. Dissertations and theses were collected in the Thesis Bank of the Coordination of Improvement of Higher Level Personnel - CAPES, in the period from 2010 to 2012. For the conduction of the documentary analysis, the methodology of Content Analysis of Bardin (2011) was used. With an initial interpretation based on Moreira (1999, 2005) and the contribution of Santos‟s (2006) and Morin‟s (1991) conceptions about the knowledge in conducting the analyzes, it is possible to say that, in a Mathematical Modeling activity, not only Mathematical knowledge is present, but also others arise and are integrated into the context, showing that the activities can surpass the disciplinary vision, depending on the action of the teacher. Knowledge about food engineering, health, economics, administration, human relations, environment, and hygiene, among others were present in the activities carried out with Modeling. The socialization, the attitudes, the questions of values, that are built by the groups and that are useful for life have also emerged in the experiences with Modeling. The results still show that the students established relationships with other areas in the context of Modeling and the acquisition of new knowledge was noticed, while also forming other concepts. Research has shown that knowledge can be constructed and analyzed in at least three ways: through non-formal activities, school knowledge and expert knowledge.