Em direção à matematização em atividades de modelagem matemática: intervenções mediadas pela avaliação em fases

Abstract

This paper aims to investigate the following question: How does mathematization occur in a phased assessment process in Mathematical Modeling? With this purpose, we base ourselves on theoretical contributions of Mathematical Modeling as a possibility to embrace mathematical content, focusing on mathematization as well as on research that deal with assessment in mathematical modeling. We consider assessment in phases as a subsidy to regulate the mathematization performed by a group of students in a Differential and Integral Calculus course in Engineering at a federal university in Paraná State, Brazil. The qualitative analysis, inspired by Research Design, revealed that the follow-up made possible by the assessment in phases allowed us to diagnose that mathematization, at some times, was guided by the teachers and, at other times, it was imperatively required by the teachers. The interventions and dialogues in the different phases of the assessment allowed us to diagnose that the students were not managing to link the mathematics studied in the Calculus course with the mathematics needed to describe the problem.