A combinação da modelagem matemática e da metodologia ativa da sala de aula invertida como estratégia de ensino e aprendizagem em um curso técnico em agropecuária

Abstract

The default of contextualization of mathematical content in Basic Education and technical training is one of the factors that favors of motivation absence and the consequent difficulties increase in understanding it. In an attempt to promote the integration of mathematical concepts with real situations through an active methodology, the objective of this work is to analyze the contributions of Mathematical Modeling combined with the active methodology of flipped classroom in the Math teaching and learning process. The research subjects are third-year high school students at a public school with a degree in Agricultural Technician, located in the Riqueza-SC city. The research has a qualitative approach, aiming at the application of Mathematical Modeling activities associated with technical knowledge and the daily lives of students. Data collection was carried out through a logbook, the application of a questionnaire and the activities carried out by the students. The analysis of collected data is textual discursive, based on established categories. The practical application of this proposal was organized into periods of in-person and distance study, which were constituted by synchronous and asynchronous moments. From the analysis of the collected data, it was found that this methodological combination brought positive contributions to the teaching and learning process of Mathematics, contributing mainly to arouse interest and motivation. Evidence was also observed that it helped in the understanding of the Mathematics content and in the expansion of the ability to identify and solve problem-situations based on the proposed study of projections of agricultural facilities chosen by the students.