Atividades de modelagem matemática em sala de aula: seriam elas a escolha dos alunos?

Abstract

This research aims to understand how students feel in the mathematics classroom when they develop exercises or activities in different learning environments. The theoretical framework is based on the learning environments matrix, organized by Ole Skovsmose, and on Modelling from the perspective of Mathematics Education. To this end, students in the eighth grade of Elementary School, from a state public school located in the North of Paraná, developed exercises and activities associated with two paradigms: exercise and landscapes of investigation - particularly Mathematical Modelling activities. Data production was conducted using audio recorders and a video camera to capture students’ speeches and expressions, and written records resulting from the resolution of exercises and activities and responses to questionnaires. Data analysis, following the assumptions of a qualitative approach, was guided by the indications of Discursive Textual Analysis and resulted in four categories of arguments: positive; negative; interaction with other practices and with colleagues; and teaching and learning. The categories indicate that the students were delighted with the Modelling activities, as they felt challenged but motivated, with more autonomy and participation in the classes. However, they recognized that there are specific moments for each activity. For example, after the introduction of a content, they considered solve-type exercises relevant, helping them understand and memorize through practice, which gave them a sense of security. Later, they would like to be challenged with Modelling activities, leading them to think about how to use the content in a way that is applied to real-life situations, allowing decision-making in an investigative environment, which allows them greater participation and dialogue. This research resulted in the creation of a pedagogical material with exercises and activities from different learning environments, including Mathematical Modelling activities, with guidelines directed at Elementary School teachers on how they can use them in the classroom