Learning components highlighted in the stages of a mathematical modelling activity
DOI:
https://doi.org/10.48489/quadrante.30019Keywords:
mathematics education, mathematical modelling, modelling cycle, learning components, elementary schoolAbstract
In this paper we highlight the types of mathematical learning provided in the development of a modelling activity by Elementary School students. The theoretical framework that underlies our investigation is based on the components of mathematical learning that are present in the ways in which students deal with mathematical techniques and procedures in mathematical modelling, as a means of establishing connections between mathematics and life situations. Empirical research with 19 students from a class of 8th grade of elementary school at a private school made it possible to infer the presence of learning components in the stages of the mathematical modelling cycle and showed that some of them were more central in certain stages of the process. Such evidence was provided by the students’ written records, transcripts of audio and video recordings, and messages in groups on the WhatsApp application. The analysis of the learning components allowed inferring that the modelling process involved unequivocal mathematical learning, as several types of learning could be observed throughout the cycle.
References
Almeida, L. M. W. (2018). Considerations on the use of mathematics in modeling activities. ZDM Mathematics Education, 50(1), 19–30. https://doi.org/10.1007/s11858-017-0902-4
Almeida, L. M. W., & Silva, K. A. P. (2021). Ciclo de modelagem matemática interpretado à luz de estratégias heurísticas dos alunos. Revista de Ensino de Ciências e Matemática, 12(2), 1–27. https://doi.org/10.26843/rencima.v12n2a11
Almeida, L. M. W., Silva, K. A. P., & Borssoi, A. H. (2021). Um estudo sobre o potencial da experimentação em atividades de modelagem matemática no ensino superior. Quadrante, 30(2), 123–146. https://doi.org/10.48489/quadrante.23605
Almeida, L. M. W., Silva, K. A. P., & Veronez, M. D. (2021). Elementos semióticos em atividades de modelagem matemática. Livraria da Física.
Almeida, L. M. W., Silva, K. A. P., & Vertuan, R. E. (2012). Modelagem Matemática na Educação Básica. Contexto.
Bliss, K., & Libertini, J. (2006). What is Mathematical Modeling? In. S. Garfunkel, & M. Montgomery (Eds.), GAIMME: Guidelines for Assessment & Instruction in Mathematical Modeling Education. COMAP, SIAM.
Blum, W. (2015). Quality teaching of mathematical modelling: What do we know, what can we do? In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education (Vol. 1, pp. 73–96). Springer. https://doi.org/10.1007/978-3-319-12688-3_9
Blum, W., & Borromeo Ferri, R. (2016). Advancing the teaching of mathematical modeling: Research based concepts and examples. In C. R. Hirsh, & A. McDuffie. (Eds.), Mathematical modeling and modeling mathematics (pp. 55–77). NCTM.
Bogdan, R., & Biklen, S. (1994). Investigação qualitativa em educação. Porto Editora.
Borromeo Ferri, R. B. (2018). Learning how to teach mathematical modeling in school and teacher education Springer. https://doi.org/10.1007/978-3-319-68072-9
Carreira, S. (2010). Conexões no ensino da matemática. Editorial. Educação e Matemática, 110, 104.
Carreira, S., & Baioa, M. (2011). Students’ modelling routes in the context of object manipulation and experimentation in mathematics. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling (pp. 211–220). Springer. https://doi.org/10.1007/978-94-007-0910-2
D’Amore, B. (2007). Elementos de didática da matemática. Livraria da Física.
D'Amore, B., Pinilla, M. I. F., & Iori, M. (2015). Primeiros elementos de Semiótica: Sua presença e sua importância no processo de ensino-aprendizagem da matemática. Livraria da Física.
Duval, R. (1998). Un processus central dans le développement des apprentissages intellectuals: La coordination des registres de représentation sémiotique. Entretiens de bichat, entretiens d’orthophonie (pp. 81–91). Paris: Expansion Scientifique Française.
Elfringhoff, M. S., & Schukajlow, S. (2021). O que torna um problema de modelação interessante? Fontes de interesse situacional em problemas de modelação. Quadrante, 30(1), 8–30. https://doi.org/10.48489/quadrante.23861
Galbraith, P. L. (2012). Models of Modelling: Genres, purposes or perspectives. Journal of Mathematical Modelling and Applications, 1(5), 3–16.
Niss, M., & Blum, W. (2020). The learning and teaching of mathematical modelling. Routledge.
Peirce, C. S. (2005). Semiótica. Perspectiva.
Perrenet, J., & Zwaneveld, B. (2012). The many faces of the mathematical modeling cycle. Journal of Mathematical Modelling and Application, 1(6), 3–21.
Pinilla, M. I. F. (2010). Múltiples aspectos del aprendizaje de la matemática: evaluar e intervenir en forma mirada y específica. Magistério.
Pollak, H. O. (2015). The place of mathematical modelling in the system of mathematics education: Perspective and prospect. In. G. A. Stillman, W. Blum, & M. S. Biembengut (Eds.), Mathematical Modelling in Education Research and Practice (pp. 265–276). Springer. https://doi.org/10.1007/978-3-319-18272-8
Santaella, L. (2007). Semiótica aplicada. Thomson Learning.
Schneider, L., Borromeo Ferri, R., & Ruzika, S. (2021). Sobre a influência do conhecimento acerca dos processos ideais-típicos de modelação nas rotas de modelação dos indivíduos. Quadrante, 30(2), 220–241. https://doi.org/10.48489/quadrante.23719
Stender, P. (2018). The use of heuristic strategies in modelling activities. ZDM Mathematics Education, 50(1-2), 315–326. https://doi.org/10.1007/s11858-017-0901-5
Trindade, S. L. (2023). Análise Semiótica de componentes da aprendizagem em atividades de modelagem matemática no 8º ano do Ensino Fundamental (Dissertação de Mestrado em Ensino de Matemática). Universidade Tecnológica Federal do Paraná, Londrina.
Wenger, E. (2013). Uma teoria social da aprendizagem. In. K. Illeris (Org.). Teorias contemporâneas da aprendizagem (pp. 246–257). Penso.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) belongs to Quadrante. Nevertheless, we encourage articles to be published in institutional or personal repositories as long as their original publication in Quadrante is identified and a link to the journal's website is included.
