Conhecimentos matemáticos mobilizados por recursos semióticos em atividades de modelagem matemática integradas à educação STEAM

Abstract

For this research, we are guided by Mathematical Modelling as a pedagogical alternative that starts from a problem situation based on reality and, through mathematical procedures, arrives at a final solution and on Semiotic Resources, which are means chosen for the production of signs to represent objects. Considering the possibilities of integrating STEAM Education (Science, Technology, Engineering, Arts and Mathematics) with modelling activities, the research aimed to investigate “How semiotic resources used in mathematical modelling activities integrated into STEAM Education mobilize knowledge mathematicians of students in the 7th year of Elementary School?”. Considering the research question and guiding questions, during 2023 we planned modelling activities that could be integrated into STEAM Education. With the aim of presenting reflections on the research question, we described and analyzed three of the five modelling activities developed by students from a 7th year elementary school class at a private school located in the interior of the state of São Paulo, in which Handbook material is used to work on the thematic units. The activities were selected considering greater student participation, in order to support our qualitative analysis of an interpretative nature, supported by the triangulation process. In the triangulation process, the investigation phenomenon corresponds to the mathematical knowledge mobilized by the subjects (7th year students) in the development of modelling activities integrated into STEAM Education, in which the signs produced from the chosen semiotic resources are the object configured in this methodology of research. The inferences about the mobilization of knowledge were mediated by a specific analysis and a general analysis that constituted the metaphenomenon. In the specific analysis of written records, photos, transcriptions of audio and video recordings of modelling activities – “Rocket launch”, “Daily routine” and “Construction of a swimming pool at school” –, actions revealed in the phases belonging to the school were indicated. to the modelling cycle that the students went through and concerns the STEAM areas and the semiotic resources chosen and the knowledge – mathematical and from other areas – that were mobilized. The general analysis revealed that mathematical knowledge was mobilized with the help of the semiotic resources chosen to refer to the phenomenon under study, in the production of data for the development of the modelling activity and in the mathematical representation of the phenomenon. Based on this research, we developed an educational product that aims to provide suggestions for teachers in the final years of Elementary School, researchers in the field, future professionals and teacher trainers interested in developing mathematical modelling activities integrated into STEAM Education.