Problemas de modelagem matemática na visão de alunos do ensino médio: uma perspectiva Wittgensteiniana

Abstract

This work investigates Mathematical Modelling as a pedagogical approach, focusing on the interpretation and problem-solving skills of first-year high school students. The research is based on the premise of problematizing real-life situations, encouraging the formulation and investigation of mathematical problems. Modelling problems require active participation from the students, contrasting with the traditional format of Mathematics classes. The importance of a clear understanding of the problem to be modeled is highlighted, including the identification of relevant variables. Additionally, the study incorporates elements of Wittgenstein’s philosophy, exploring concepts such as “seeing” and “seeing-as” to understand students’ perspectives in problem interpretation. Throughout the research, the activities developed were organized according to three stages of familiarization with Mathematical Modelling, aiming to develop modelling skills in students. Wittgenstein’s philosophical approach provides valuable insights into the nature of perception and interpretation, crucial aspects for understanding how students face real mathematical challenges. Furthermore, as an educational product, a material was developed to provide mathematics teachers, students, and others interested in the topic of mathematical modelling with a perspective based on Wittgenstein’s principles. This material aims to offer practical guidance and theoretical reflections to enrich the teaching and learning of Mathematics through Modelling, thus contributing to the improvement of mathematics education and a deeper and more contextualized understanding of the subject.