Identificação das principais características de uma abordagem integrada ao ensino da modelação
DOI:
https://doi.org/10.48489/quadrante.23595Palavras-chave:
modelação, abordagem integrada, construção de conhecimento matemático, currículo, ensinoResumo
Os proponentes de uma abordagem integrada da modelação matemática no ensino defendem que a modelação matemática e as aplicações devem ser integradas e contribuir para a educação matemática geral dos alunos do ensino básico e secundário. Este estudo procura identificar as principais características de uma abordagem integrada ao ensino da modelação, examinando uma seleção de artigos publicados como parte das atas das International Conferences on the Teaching of Mathematical Modelling and Applications, que se iniciaram na década de 1990, particularmente o estudo ICMI 14. Duas perspetivas são identificadas, cada uma sustentada por um propósito diferente. Um dos propósitos é resolver um problema do mundo real, em que a direção é do mundo real para um mundo matemático. O segundo propósito é aprofundar a compreensão dos alunos sobre as representações desenvolvidas num mundo matemático, em que a direção é de um mundo matemático para o mundo real. Este estudo discute a fundamentação de uma abordagem integrada ao ensino da modelação, sob quatro tópicos principais: o seu significado, as ideias-chave para o desenvolvimento de um currículo adequado para o ensino básico e secundário, as implicações para a prática de sala de aula e a necessidade de estudos adicionais.
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