Atividades de modelagem matemática no ensino fundamental: um olhar para a ludicidade

Abstract

This research aimed to investigate how mathematical modelling activities can be developed in elementary school in order to be characterized as ludic activities. For this, three mathematical modelling activities were developed, of which two were analyzed in this research report. These activities were developed with three sixth grade classes, with students aged 11 and 12, from a state school in northern Paraná. For data production, we used a camcorder, audio recorders, the teacher-researcher’s field diary and the written records produced by the students were collected. For research development, we based on a qualitative approach, which guided the elaboration, development and analysis of modelling activities. For the analysis, we searched the data for aspects that would provide evidence of the development of ludicity, according to the theoretical framework defined from bibliographic studies, that indicates three characteristics for the development of ludicity: (i) the pedagogical intentionality; (ii) the environment; and (iii) the subject. From the analyses, we observed the potential of mathematical modelling activities to be configured as ludic activities for students, since they work with themes concerning their interests, promote a learning environment that differs from what they are used to, provide a collaborative work and, particularly in the context of Elementary School, provide opportunities for the confection and/or manipulation of materials that can help in the understanding and mathematical approach to the problem situation.