Concepções de professores sobre a modelagem matemática como recurso de ensino-aprendizagem de matemática

Abstract

The present Course Completion Work is a research that aimed to investigate what are the conceptions of High School Mathematics teachers about Mathematical Modeling as a Mathematics teaching-learning resource, in a State school in the municipality of Mamanguape - PB. In the theoretical foundation, Mathematical Modeling is presented, and in particular Mathematical Modeling as a resource for teaching Mathematics, as well as the teachers' conceptions about Mathematics, we use as theoretical contributions Biembengut and Hein (2011), Biembengut (2012), Bassanezi ( 2002), Burak (1992), BNCC (2018), Ponte (1992), Thompson (1997) among others. As for the methodological nature of this research, it was an exploratory qualitative research and data were collected through a questionnaire made available on Google Forms for four Mathematics teachers. For the analysis, the technique of discourse analysis was used, in which it was possible to identify in the responses that analyzed the conceptions of the teachers, participants in the research, about Mathematical Modeling as a resource for teaching and learning Mathematics. As an important result, the conception most present in the teachers' responses stands out, in which Mathematical Modeling is understood as a teaching resource that makes it possible to take everyday situations of the student to the immersion in the school context, making teaching- pleasurable learning for students and teaching that arouses interest in understanding Mathematics in real applications.