Modelagem matemática nos anos iniciais do ensino fundamental: uma interpretação dos diagramas semióticos

Abstract

The research we conducted out refers to the analysis of Mathematical Modeling activities in the early years of Elementary School. With the theme of games, fifth-grade students developed mathematical modeling activities in the classroom. Through an interpretation based on Peircean Semiotics, the construction of signs and diagrams was evidenced, in order to verify the construction of knowledge regarding the mathematical objects that emerge in these activities. The students developed six mathematical modeling activities during the first semester of 2022. These mathematical modeling activities were developed based on games chosen by them and suggested by the lead teacher, who is the researcher. All development took place during regular classes, in person. Research data were collected through recordings, filming, photos, and student reports. Analyzing the development of four games – Popcorn, Freeze tag, Rocket, Kite - out of the six that were developed for research purposes, we infer that students construct diagrams as a way of evidencing their understanding of the mathematical objects that emerged in the activity. Through written, spoken, or gestured records, the students constructed diagrams that reflect their understandings, referring to mathematical and non-mathematical objects, transitioning from immediate to dynamic and final interpretants through semiosis, constructing new signs based on those they already knew. We evidenced in the activities the three moments of familiarization, of which one was analyzed in the first moment (Popcorn), two in the second moment (Freeze tag and Rocket), and one in the third moment (Kite). In the analysis of this perspective, we evidenced mathematical modeling as a possible pedagogical alternative to be implemented in the early years, as it relates knowledge in an interdisciplinary way. The moments of familiarization evidenced the formation of autonomous, responsible, and committed students in the process of knowledge construction. And the construction of knowledge can be perceived in the elaboration of diagrams made by the students who represented their understandings through them. As a contribution, we have the Educational Product entitled: “Fun Mathematical Modeling in the Early Years: Some Games,” which we developed as a way of fostering the development of mathematical modeling activities for the early years.