Processos de aprendizagem de matemática em atividades de modelagem

Abstract

This work seeks to use Modeling as a strategy for teaching mathematics in Basic Education, and more specifically in Elementary Education. Through a literature review, publications were identified that address Modeling as a Mathematics teaching strategy, highlighting its strengths and contributions to student learning. Based on this, aiming at Basic Education, a Modeling activity on truffle production is described. This activity is designed to provide students with hands-on experience in Mathematical Modeling. In the specific context of truffle production, Mathematical Modeling adds a scientific and technical perspective to the activity. In addition to practical skills and entrepreneurial knowledge, Modeling introduces fundamental concepts of economics, economic planning and market analysis. By analyzing these events, it was possible to identify the steps in the construction of mathematical concepts according to the Theory of Conceptual Fields (TCF) and the contributions of Modeling in this process. Mathematical Modeling provides students with the opportunity to explore real situations, formulate hypotheses, examine and analyze data, interpret results and make connections between mathematical concepts and the problem at hand. Finally, the types of Modeling contributions to the learning of mathematical concepts were classified. Students learn to consider factors such as production costs, selling prices, market demand, etc. This enriches your understanding of the event and prepares you for future challenges. Finally, Mathematical Modeling allows students to develop a deeper understanding of mathematical concepts and their application in the real world. It develops fundamental skills and facilitates contextualized learning, making the teaching of mathematics useful for students' daily lives and with more meaning.