Modelagem matemática e autonomia: um olhar para atividades no ensino fundamental

Abstract

Being aware of the classroom environment and its nuances, whether it concerns students' learning or their interests and ways of teaching, is a task for teachers and researchers. It is in this sense that we are particularly interested in this work by the themes autonomy and mathematical modeling. In this qualitative research, we aim to investigate which autonomy actions are revealed in the resolutions of elementary school students when they perform Mathematical Modeling activities. Given this, we present understandings of the term autonomy and characterize some actions of autonomy, taking the literature of the area of Education and Mathematical Education as a reference. We also present Mathematical Modeling as a pedagogical practice that enables mathematical learning from investigations of everyday situations. The research data were produced and collected from two municipal and one state schools, two fifth and one sixth year, from the city of Toledo-PR. For the treatment of the data we used the Bardin Content Analysis, aiming to investigate "What actions denote autonomy, students of two fifths and one sixth grade of Elementary School reveal when performing activities of Mathematical Modeling?". In order to infer about the research question, we had as base of analysis two activities of Mathematical Modeling "Cart: who wants to play?" And "Bricks: how do I know if I don't see?". Among the research results, we consider that actions that denote autonomy: decision making, seeking answers to their own questions, planning and building resolution referrals, carrying out and guiding planned actions, communicating ideas and initiative, emerge in the context of realization. Mathematical Modeling activities, which allows us to infer that Modeling activities provide an environment of experiences with possibilities to develop autonomy. In addition to pointing to the students 'autonomy actions in modeling activities, we point out what is most revealed in the students' manifestations regarding these actions. From this analysis, five categories result from the use of autonomy actions by students: solve “minor problems” to solve the main problem; produce questions that helped to think and problematize the activity; communication as a way of validating an idea or as a way of mentally organizing an idea; engagement manifested in conducting experiments; plan and implement resolution referrals