Ciclos de modelagem matemática a partir da produção escrita dos alunos: um olhar para as atividades desenvolvidas no 6º ano do ensino fundamental

Abstract

Mathematics is often seen by students as a subject that causes discomfort, which, in turn, creates barriers to learning. To overcome this resistance, teachers have sought to adapt and reinvent themselves in the classroom, making the educational environment less burdensome and more comfortable for student participation. In this context, mathematical modeling emerges as a pedagogical alternative, aiming to spark students' interest and thus contribute to learning, as it is characterized by transforming real-life or everyday situations into mathematical problems, making the class more dynamic. In the state of Paraná, the State Department of Education (SEED-PR) implemented the Online Class Record Book (LRCO) in 2022. Integrated into this system is RCO+Aulas, which provides ready-made lesson plans and slides for teachers to use, contributing, in many cases, to the rigidity of classroom practices. Instead of viewing these standardized lesson plans as an obstacle to the implementation of mathematical modeling, this research seeks to integrate the material provided with this pedagogical alternative. To this end, we analyzed the RCO slides provided to 6th-grade classes in 2025 and used them as a starting point for new planning, restructuring the questions contained therein. The study focuses on the analysis of the written work of four selected students from these classes. These productions were generated from mathematical modeling activities that the teacher planned using situations and content present in the LRCO as a reference. The analysis of the written work is an investigative dialogue that seeks the student's logical structure, and not just the final result. Error is redefined, not as a failure, but as an important factor that offers clues about the student's processes and knowledge. This focus allows for an understanding of reasoning and the pedagogical relationship. For this research, we conducted a qualitative, interpretive analysis of two of the activities developed in 2025 with two 6th-grade classes from a public school in Londrina (PR). The analysis of the activities, the first focusing on the purchase of school supplies and the second analyzing the measurements of a stadium located in the city, aimed to prompt reflection on the question "What do the written productions of 6th-grade elementary school students reveal when developing mathematical modeling activities in situations that emerge from the RCO (Research, Learning, and Communication)?". The students perceived the difference between traditional exercises and mathematical modeling activities, understanding that the latter integrates reality with theory. This approach promoted autonomy in problem-solving, allowing students to have a more active role in their learning. The educational product linked to the research consists of an e-book with the developed lesson plans and possible approaches to support teachers in the final years of elementary school who seek to implement mathematical modeling, but with the flexibility to use or adapt these approaches.