A modelação matemática em contextos científicos e no ensino secundário dinamarquês: existem relações?
DOI:
https://doi.org/10.48489/quadrante.23658Palavras-chave:
transposição didática, história da matemática, modelação matemática, educação matemática no ensino secundárioResumo
A modelação matemática e as aplicações têm merecido concordância enquanto argumentos para o ensino da matemática, em vários níveis, nos sistemas educacionais em todo o mundo, sendo igualmente considerados como um elemento central do próprio ensino. Apesar da existência de vários construtos teóricos que descrevem o ensino e a aprendizagem da matemática, continuamos a enfrentar desafios em relação à sua aprendizagem, ao que deve ser aprendido e se isso deverá refletir as práticas científicas. A teoria da transposição didática oferece uma abordagem para analisar a relação entre os saberes académicos e as noções e práticas que deram origem aos saberes ensinados na escola e em que moldes. Neste artigo, analisamos a transposição didática externa por meio de situações de modelação do século XX e o enquadramento da modelação matemática no ensino secundário dinamarquês. Usamos a análise produzida para discutir se as potencialidades são perdidas na transposição e perceber como podem ser efetivadas.
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