Modelagem matemática e recursos tecnológicos: uma experiência em um curso de formação inicial de professores

• Ano de defesa: 2015
• Autor(a) principal: Schütz, Caroline
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação Matemática e Ensino de Física; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física
• Palavras-chave em Português: Modelagem matemática; Recursos tecnológicos; Formação inicial de professores; Mathematical modeling; Technological resources; Initial teacher training; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/6754

This study describes the results of a teaching and learning research in a mathematical modeling environment, combined with the use of technological resources. It was developed in the second half of 2014, with the students of the Mathematical Methods discipline of Mathematics Course Degree from the Federal University of Santa Maria. The use of mathematical modeling methodology is justified by providing the student the opportunity to study mathematics through real everyday problems, which become more relevant at the time to understand, apply and interpret mathematical content. The survey was conducted by a qualitative approach and the instruments used were: questionnaires, interviews, modeling projects Mathematics, observations and perceptions of the researcher and teacher of the discipline. The theoretical framework was based on Mathematics Education Area researchers who advocate the use of mathematical modeling and technological resources in the classroom. Starting from the theoretical assumptions, the observations and reflections, the analysis of documents from this research provided evidences that the use of Mathematical Modeling, coupled with technological resources, can contribute positively in teaching and learning of mathematical content. The study also suggests that the use of these methodologies is important at other times during graduation so students and teachers may feel more comfortable about this methodology.