Integrando modelagem matemática nas práticas pedagógicas

A abordagem dos modelos matemáticos e como utilizálos no dia a dia podem facilitar a aprendizagem e despertar o interesse dos alunos

Modelagem Matemática e os professores: a questão da formação

Este artigo discute os processos de formação dos professores em relação à Modelagem. Utilizamos o conceito de concepções e de contexto escolar para analisar estudos que focalizam o pensamento e o comportamento dos professores em contato com Modelagem. A partir daí, levantamos implicações teórico-práticas e estratégias para orientar ações de formação com professores, advogando que essas devem se apoiar reflexivamente nas experiências com Modelagem no contexto da sala de aula

Mathematical modelling in pedagogic practices: how teachers deal with tensions in discourses

How do teachers deal with tensions in discourses when they implement mathematical modelling in pedagogic practices? This question is discussed – following Basil Bernstein’s theoretical framework – based on a study of three middle school teachers from Brazilian public schools. The nature of the research is qualitative. The procedures used for collecting data were observation (accomplished through recordings of lessons), interviews after each lesson and teachers’ documentation of their lessons. In this paper, we will show how teachers dealt with the tension of unexpected situations. The results suggest that teachers understand that the modelling task requires producing a legitimate text to develop it in their pedagogic practices. Teachers dealt with the following unexpected situations: students presented errors in mathematical procedures, students did not bring the requested information to the task, students chose different parameters the teachers had not predicted, students failed to solve the problems of the task and students resisted doing the task. These unexpected situations were related to the following student actions in the modelling environment: students’ mathematical performance in solving the task problem, noncompliance of tasks in the modelling environment and students’ choice of the subject in a modelling environment

Some implications of Wittgenstein’s idea of use for learning mathematics through mathematical modelling

This article reports a study which aim was to identify and characterise ways of understanding mathematics learning through mathematical modelling in a school environment from a Wittgensteinian perspective. Mathematical modelling in a school context can be understood as an approach involving real problem situations in school mathematical content. The subject to be discussed is based philosophically on the idea of meaning as the use we attribute to words, a concept developed by the philosopher Ludwig Wittgenstein. Based on this understanding, we analyse the theoretical definitions that Anna Sfard, following Wittgenstein, posits regarding mathematics learning in schools. We conducted a qualitative study in which we analysed the discourse of a group of students and a teacher produced during the implementation of mathematical modelling. The analysis of this discourse, based on the ideas of both Ludwing Wittgenstein and Anna Sfard, allowed us to point out that mathematics learning through mathematical modelling is characterised by the identification of similarities between the uses for which words are mobilised in the school environment and the uses of words suggested by problem situations addressed in mathematics modelling. We have also identified how the teacher guides students regarding the legitimate uses of words in mathematics classes

A Theoretical Model of Mathematics for Teaching the Concept of Function

This paper presents a study using a discursive perspective to develop a theoretical model of Mathematics for Teaching of the function concept, employing the following sources: a systematic review of the research literature, two series of textbooks and a discussion study with a group of teachers. The model presents a descriptive language with a theoretical structure that relies fundamentally on the realization and recognition rules inspired in Basil Bernstein\u27s theory. Also, the model is based on categories of realizations (landscapes) of the concept of function. The landscapes that make up the model are the tabular, diagram, algebraic, transformation machine, graphic, pattern generalization and formal landscapes. The model provides a discursive transparency for the communication about function, which may inform curriculum development and curriculum material design for students and teachers as well as planning strategies to address this topic in educational contexts

It is necessary to know a specific mathematics to teach mathematics

In this theoretical essay we problematize the statement “To teach mathematics one must know a specific mathematics for teaching” of the discourse of specific mathematical knowledge to teach. The study was inspired by Foucaultian concepts and the analysis focused on studies in the area of Mathematical Education that mobilize discourses regarding Mathematical Knowledge for Teaching, Mathematics Teacher’s Specialized Knowledge and Mathematics for Teaching. The analysis showed that the discourses operate under two truth regimes about the mathematical knowledge needed to teach. Analyzing the enunciative intertwining, we observe an approximation with: i) the educational discourse, which deals with the inseparability between theory and practice; and ii) the capitalist economic discourse, which associates of economic development with the mathematical proficiency of a country