Modelagem matemática: uma discussão sobre competências e habilidades profissionais a partir da experiência com a proposta desenhando uma planta baixa para o LEPEM

Abstract

This Course Conclusion Paper (TCC) presents the results of a research that aims to identify professional skills and abilities for the mathematics teacher from the modeling proposal Designing a floor plan for LEPEM. It was carried out with 24 students of the Mathematics Degree course at the Federal University of Paraíba (UFPB) / Campus-IV in the discipline of Laboratory for Teaching Mathematics II. Our research was carried out in a qualitative way, of an exploratory nature as to the objectives and, regarding its nature, a case study occurred. In this text we present the research carried out in 4 moments: the first deals with the literary review of competences and skills provided for in official documents that guide teacher education, such as the National Curriculum Guidelines for the teaching of Mathematics (DCN) and the Common National Base the Training of Teachers of Basic Education (BNC - Training), as well as we also approach Mathematical Modeling and teaching; in the second, it consists of presenting the proposal from Biembengut and Hein (2011); in the third point of this work, we describe the application of the proposal with the group of graduates to collect the data relevant to our central objective; in the fourth moment, we catalog from the description and analysis of the modeling and also the skills and abilities of a mathematics teacher identified as having been developed or not by the undergraduate class, as well as providing our reflection on professional skills and abilities . With this work, we make it possible for mathematics teacher training courses to understand that modeling, in addition to being a tool for teaching mathematics, it also enables the improvement of teaching skills and abilities from its approach even during initial training. As a methodology for teaching mathematics in basic education, modeling, presents itself as an option to break with traditional teaching.