Compreensões de professoras da Educação Infantil e dos Anos Iniciais do Ensino Fundamental acerca da Modelagem Matemática e do seu uso em sala de aula

Abstract

This qualitative research aimed to understand the understandings expressed by teachers of Early Childhood Education and the Initial Years of Elementary School regarding Mathematical Modeling and its use in the classroom, based on their participation in a continuing education process. Grounded in Participatory Action Research, the investigation was configured as field research developed with teachers from the municipal education network of Toledo, in the context of continuing education in Mathematical Modeling carried out between August and December 2025. The data were produced through document analysis, semi-structured interviews, and systematic monitoring of training activities, being organized and interpreted in light of Content Analysis. The results show that, throughout the training process, the teachers broadened their understanding of Mathematical Modeling, initially associated with solving contextualized problems, and came to recognize it as a pedagogical practice that favors investigation, dialogue, decision-making, and the articulation between mathematical knowledge and everyday situations. Furthermore, the development of an understanding of the teacher's role as a mediator of Modeling activities was observed, as well as the valuing of student protagonism in the teaching and learning processes. The continuing education, as it was conducted, proved to be a potential space for reflection on teaching practice, contributing to the expansion of possibilities for incorporating Mathematical Modeling in Early Childhood Education and the Initial Years of Elementary School. The research concludes that, through training, teachers began to see Mathematical Modeling as a viable way to teach mathematics in their classes and also as a practice that not only enriches the curriculum but is fundamental for fostering critical thinking and an investigative attitude in students, ultimately transforming classroom dynamics.