Modelagem matemática: os olhares dos estudantes após o desenvolvimento de uma atividade
Carregando...
Arquivos
Data
2022-02-04
Autores
Souza, Lahis Braga
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Fundamentada na metodologia qualitativa, a presente pesquisa buscou compreender o que dizem os estudantes após o desenvolvimento de uma atividade de Modelagem Matemática. Ela tem como pergunta: O que se mostra, a partir do olhar dos estudantes dos anos finais do Ensino Fundamental, após o desenvolvimento de uma atividade de Modelagem Matemática? Os participantes da investigação são estudantes do sexto e do nono ano do Ensino Fundamental de duas escolas da rede pública estadual paulista. Tem como referencial teórico as ideias do Educador Paulo Freire e diversos autores pertinentes aos temas tratados. A análise dos dados mostrou uma propensão dos estudantes para atividades de Modelagem. Além disso, eles denunciaram as aulas Matemática que participavam usualmente. Ainda, apontou dificuldades dos estudantes na compreensão da atividade, com a problematização e a investigação ao longo do desenvolvimento da atividade. Tais adversidades ocorreram devido às aulas que comumente participavam, causando um estranhamento quando precisaram sair do papel passivo para a posição de sujeitos da própria aprendizagem. Os dados revelam também que, nessa mudança de papel, os estudantes necessitavam recorrer com frequência à docente responsável por conduzir a atividade de Modelagem, pois ela, na visão deles, era a detentora do conhecimento. Apontam ainda que, para os discentes, a vivência proporcionada no decorrer da atividade facilitou a compreensão de conteúdos e a aprendizagem, além da presença da interdisciplinaridade. Por fim, apresenta indícios da possibilidade de colaboração entre os estudantes com o desenvolvimento da atividade em grupo, além de anunciar a Modelagem como um meio de os educandos perceberem o papel social da Matemática.
Supported by the qualitative methodology, this research sought to understand what students say after the development of a Mathematical Modeling activity. It asks the following question: What is revealed, from the point of view of students in the final years of elementary school, after the development of a Mathematical Modeling activity? The participants of the study are sixth- and ninth-grade students from two public elementary schools in the state of São Paulo. Its theoretical reference is the ideas of Educator Paulo Freire and several authors relevant to the topics covered. The data analysis shows students’ preference for Modeling activities. In addition, they denounce the Mathematics classes they usually attended. The research indicates the students' difficulties in understanding the activity, based on their questioning and investigation during the development of the activity. These adversities occurred due to the classes they commonly have, causing a strange feeling when they needed to leave their passive role and become the subjects of their learning. The data also reveal that, in this role change, the students needed to frequently resort to the teacher responsible for conducting the Modeling activity, because she, in their view, was the holder of knowledge. The students also pointed out that, for them, the experience provided during the activity made it easier to understand the content and to learn, besides the presence of interdisciplinarity. Finally, the research presents evidence of the possibility of collaboration among students with the development of the group activity and presents Modeling as a way for students to understand the social role of Mathematics.
Supported by the qualitative methodology, this research sought to understand what students say after the development of a Mathematical Modeling activity. It asks the following question: What is revealed, from the point of view of students in the final years of elementary school, after the development of a Mathematical Modeling activity? The participants of the study are sixth- and ninth-grade students from two public elementary schools in the state of São Paulo. Its theoretical reference is the ideas of Educator Paulo Freire and several authors relevant to the topics covered. The data analysis shows students’ preference for Modeling activities. In addition, they denounce the Mathematics classes they usually attended. The research indicates the students' difficulties in understanding the activity, based on their questioning and investigation during the development of the activity. These adversities occurred due to the classes they commonly have, causing a strange feeling when they needed to leave their passive role and become the subjects of their learning. The data also reveal that, in this role change, the students needed to frequently resort to the teacher responsible for conducting the Modeling activity, because she, in their view, was the holder of knowledge. The students also pointed out that, for them, the experience provided during the activity made it easier to understand the content and to learn, besides the presence of interdisciplinarity. Finally, the research presents evidence of the possibility of collaboration among students with the development of the group activity and presents Modeling as a way for students to understand the social role of Mathematics.
Descrição
Palavras-chave
Anos finais do ensino fundamental, Atividade de modelagem, Educação básica, Dificuldades dos estudantes, Final years of elementary school, Modeling activity, Basic education, Students' difficulties