Quais Elementos Caracterizam uma Atividade de Modelagem Matemática na Perspectiva Sociocrítica?

A Modelagem Matemática é apontada por diversos autores como uma das tendências em Educação Matemática que pode contemplar a formação da cidadania por tratar, preferencialmente, de problemas advindos da realidade vivenciada pelos estudantes, propiciando a utilização de argumentos matemáticos para sua interpretação ou solução. A perspectiva sociocrítica da Modelagem é aquela que mais se identifica com esse propósito, contudo não tem sido explicitada nos trabalhos que relatam atividades de Modelagem com tais características. Embora diversos trabalhos apontem a presença das características gerais desta perspectiva, ela não costuma ser destacada como referência-chave no texto. Neste texto, propomos alguns elementos que caracterizam uma atividade de Modelagem Matemática, segundo a perspectiva sociocrítica, tomando por base alguns referenciais teóricos publicados no Brasil sobre este tema, e utilizamos esses elementos para analisar todos os relatos de experiência apresentados na VI Conferência Nacional sobre Modelagem em Educação Matemática segundo as características construídas

Survey team on : conceptualisations of the role of competencies, knowing and knowledge in mathematics education research

This paper presents the outcomes of the work of the ICME 13 Survey Team on 'Conceptualisation and the role of competencies, knowing and knowledge in mathematics education research'. It surveys a variety of historical and contemporary views and conceptualisations of what it means to master mathematics, focusing on notions such as mathematical competence and competencies, mathematical proficiency, and mathematical practices, amongst others. The paper provides theoretical analyses of these notions-under the generic heading of mathematical competencies-and gives an overview of selected research on and by means of them. Furthermore, an account of the introduction and implementation of competency notions in the curricula in various countries and regions is given, and pertinent issues are reviewed. The paper is concluded with a set of reflections on current trends and challenges concerning mathematical competencie

Modelling in tertiary education - Overview

Modelling in tertiary education has had a strong tradition within ICTMA conferences and their Proceedings from the beginning. Many ideas developed there have been adapted for teaching at both undergraduate and school levels or have otherwise influenced ways in which the teaching and learning of modelling has been carried out. Examples include group project work (Slater 1986), innovative modelling courses (e.g., Jing et al. 2003), modelling competitions (e.g., Shouting et al. 2003), and the effect of application-based mathematical instruction on achievement and understanding (e.g., Aroshas et al. 2007). Discussions on modelling competencies and their measurement (e.g., Izard et al. 2003) have influenced associated scientific research significantly. The six chapters in this section, representing contributions from seven national contexts continue this tradition, some building upon previous work, while others introduce new emphases. The major common theme among the chapters is a direct focus on modelling issues in undergraduate education, although some make reference to other levels as well