Processos de modelação dos alunos envolvidos em trilhos matemáticos
DOI:
https://doi.org/10.48489/quadrante.23699Palavras-chave:
trilhos matemáticos, modelação, aprendizagem extracurricular, matematização, Math & The CityResumo
Nos trilhos matemáticos, os alunos podem estabelecer conexões diretas entre objetos reais e ideias matemáticas. Nestes ambientes de aprendizagem fora da escola, sob a forma de percursos programados, são visitados locais e objetos existentes na cidade ou em redor da escola onde surgem tarefas matemáticas para resolver. As tarefas podem implicar medir ou estimar tamanhos e quantidades relevantes e integrá-los num modelo matemático apropriado. Um indicador da vantagem dos trilhos matemáticos como forma de aprendizagem é a possibilidade que oferecem de desenvolver processos de modelação matemática. Num estudo qualitativo, duas turmas de 11.º ano de Oslo, divididas em cinco grupos de três alunos cada (Ngrupos=10), foram gravadas individualmente em vídeo no decorrer da sua atividade em trilhos matemáticos. O trabalho de cada grupo foi depois analisado em termos dos processos de modelação observáveis. Os resultados de dois grupos num trilho sobre medidas de círculos mostram progressos individuais entre sucessivas fases de modelação enquanto realizavam as tarefas. Os objetos reais foram utilizados, em particular, para várias formas de recolha e validação de dados. O artigo apresenta o estudo e relata os resultados empíricos relativos aos processos de modelação matemática de dois grupos no decurso de trilhos matemáticos.
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