Uma meta-análise sobre a aprendizagem em dissertações e teses de modelagem matemática na educação Matemática no ensino fundamental

Abstract

This study pursues, from a phenomenological perspective, the following question:“what is revealed of learning in theses and dissertations on Mathematical Modeling developed in Elementary Education?”. This question arose from the perception that, in the field of Mathematics Education, particularly in Mathematical Modeling, learning is commonly approached in a broad, often imprecise manner, without the presentation of sense or meaning within the scope of the works. Our goal was not to find objective answers to this question, but rather to reflect on the essence of the phenomenon based on the meaning that the subjects attributed to their experiences. The phenomenon investigated here is learning, and within the scope of dissertations and theses, we sought to understand what the authors said about it. To that end, we conducted a bibliographic review of dissertations and theses available in the Biblioteca Digital de Teses e Dissertações (BDTD) and the CAPES Catalog of Theses and Dissertations, focusing on those addressing learning in the context of Mathematical Modeling, without temporal delimitation. From these works, a careful screening was carried out to maintain focus on the phenomenon under investigation and to restrict the analysis to studies conducted in Elementary Education. We then moved toward understanding the phenomenon by examining what was said by theorists of learning and by authors in Mathematical Modeling who appeared most frequently in these works. In addition, we explored convergences of meaning, from which four categories were established, relating articulated ideas and using Atlas.ti software as a facilitating tool. The categories were: “Conditions for learning in the context of Mathematical Modeling”, “Factors that support learning in Mathematical Modeling”, “Moments and developments in Mathematical Modeling”, and “Understandings of what learning is in Modeling studies”. These categories were interpreted hermeneutically, revealing, among other aspects, a plurality of conceptions and a focus on teachers’ actions.