Developments in Mathematical Modeling research conducted in dissertations and theses at PPGEM for the Brazilian community

Abstract

Mathematical Modeling in Mathematics Education (MM) has been the focus of our investigations, whether developed in co-authorship or individually. This research convergence is closely tied to the fact that PPGEM is part of our academic trajectory. Thus, taking advantage of the call for articles for the PPGEM 40 YEARS issue of the Mathematics Education Bulletin – Bolema, we pursue in this text the following research question: What do the thematic nuclei of the dissertations and theses defended at PPGEM over its 40 years, which addressed this research area, mean for the Brazilian MM community? The methodological approach chosen to address this question was the survey of dissertations and theses that focused on Mathematical Modeling, produced and defended within the program. The analysis of the research was conducted according to phenomenological understanding, and we articulated four categories concerning the thematic nuclei of the analyzed investigations: C1 - The teaching and learning of Mathematics through working with MM; C2 - Mathematical Modeling and teacher education; C3 - Specific aspects of Mathematical Modeling; C4 - Mathematical Modeling along with other possibilities for working with Mathematics in the classroom. These nuclei express, for example, the potential of PPGEM to initiate discussions in the area of Mathematical Modeling, among which we can highlight the training of teachers in Mathematical Modeling, as well as the training of researchers who have become renowned figures within the MM community.