Sobre a influência do conhecimento acerca dos processos ideais-típicos de modelação nas rotas de modelação dos indivíduos
DOI:
https://doi.org/10.48489/quadrante.23719Palavras-chave:
rotas de modelação individuais, estrutura dos processos de modelação, MAI-Tool, conhecimento sobre processos de modelaçãoResumo
Trabalhar em tarefas de modelação matemática é um desafio para os estudantes. Vários estudos demonstraram que o conhecimento sobre a modelação matemática, a um meta-nível, tem um efeito positivo sobre o processo de modelação. No entanto, os estudantes não utilizam estratégias de resolução, intencional e conscientemente, ao trabalharem em tarefas de modelação. No âmbito do nosso estudo, pretende-se saber se, e em que medida, o conhecimento sobre os processos ideais-típicos de modelação tem um efeito sobre a estrutura dos processos de resolução dos indivíduos. Os indivíduos adquiriram esse conhecimento, durante o nosso estudo, no contexto de um ensino que incluiu informação sobre o processo de modelação, tal como, por exemplo, o ciclo de modelação e um plano de resolução. Neste artigo, a estrutura das rotas de modelação individuais dos estudantes que receberam instrução sobre os processos de modelação é comparada com a dos estudantes que não receberam tal instrução. Os dados do estudo foram recolhidos, apresentados e analisados, utilizando a Ferramenta de Modelação-Atividade-Interação (MAI-Tool), que também é aqui apresentada. O MAI-Tool é uma ferramenta recentemente desenvolvida com base em métodos quantitativos para captar e analisar estruturas e padrões de processos de modelação com mais detalhe do que com métodos previamente conhecidos.
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