Estratégias de estímulo do pensamento criativo em atividades de modelagem matemática

Abstract

This research aims to analyze how the creativity of students from Basic Education show in a context of classes with Mathematical Modeling, more specifically, when the teacher uses strategies to stimulate creative thinking. In this context, we dedicated to investigate the following question: What implications stem from the insertion, by teacher, of strategies to stimulate creative thinking in the development of Mathematical Modeling activities? For this, we developed and analyzed three Mathematical Modeling activities in which we associate, on purpose, three strategies for stimulating creative thinking: brainstorming, alteration, and dramatization. To discuss Creativity, more specifically regarding strategies for stimulating creative thinking, we are guided by Gontijo (2007). To deal about Mathematical Modeling practices, we follow the indications of Almeida, Silva and Vertuan (2016), who understand Mathematical Modeling as a pedagogical alternative for teaching mathematics. The activities, which constitute the Educational Product related to the research, were developed in a class of the 5th grade of Elementary School of a municipal public school, the data were analyzed according to a qualitative approach with an interpretive focus. In our analysis we seek to show, at first, the manifestations of creativity of students in the development of activities, and, from the observed convergences, discuss the implications of using each strategy. The results of this study indicate that the use of different strategies for stimulating creative thinking, by the teacher, in modeling activities, bring own implications, signaling the favoring of students' learning and the development of different creative skills. Therefore, the cognitive aspects revealed by the students' actions in modeling activities indicate a relationship between these elements and the use of creativity strategies; and, the direct intervention of the teacher based on the use of stimulus strategies tends to enhance and create opportunities for new manifestations of creativity in modeling activities. As a result of this research, we present our Educational Product, which is characterized as a didactic guide that teacher may use to develop Mathematical Modeling activities and for the implementation of creativity strategies in the classroom.