Avaliação em projetos de modelagem matemática no ensino médio

Abstract

This paper aims to analyse how the teacher's interventions outline the development of Mathematical Modelling Projects in High School. It was entitled "Mathematical Modelling Projects on Fridays" and three Mathematical Modelling activities were developed. The Project theme aims to raise funds for a graduation trip. Knowing that Mathematical Modeling is a teaching strategy that differs from the traditional class, it is important that it be evaluated from different strategies. A qualitative research was carried out, whose interest lies in trying to understand the meaning that the participants attribute to their experiences in a third-grade high school in a private school located in the city of Apucarana in the year 2021. The three activities developed were: the candy activity, the cookie activity, and the raffle activity. The students, divided into groups, developed the activities and delivered them to the teacher, who analysed and made comments (oral or written) and returned them to the students so that they could analyse what they had done, complement or correct them in case there were mistakes in their resolutions. The results of the research show us a way to evaluate a Mathematical Modeling Project that escapes the traditional method. The students were evaluated throughout the process, during the development of the activities, in the corrections made through comments made by the teacher and by the final analysis that allowed them to reflect on the developed activities.