Aspects of STE(A)M Education in a mathematical modelling activity in Brazilian High School
DOI:
https://doi.org/10.48489/quadrante.42176Keywords:
mathematics education, STE(A)M education, mathematical modelling, high school, formative itineraryAbstract
In this paper, we highlight which aspects of the STE(A)M Education fields manifest in the development of a mathematical modelling activity in Brazilian high school, in a learning context called Formative Itinerary. The theoretical framework that underpins the investigation is based on mathematical modelling as a means of establishing connections between mathematics and real situations, allowing the integration between different areas of knowledge such as Science, Technology, Engineering, Arts and Mathematics, as asserted by STE(A)M Education. The empirical research with 31 students from a 3rd grade class of high school in a Brazilian public school made it possible to infer that the mobilization of aspects of the five STE(AM) areas occurred transversally to the three disciplines, called learning paths, of two integrated Formative Itineraries. Written and photographic records, as well as transcriptions of audio and video recordings, supported the evidence covered in the results. The qualitative analysis allowed us to infer that the mathematical modelling activity with a theme of interest and reality for most students was configured as an opportunity to adapt the knowledge studied at school to the real context, which may be present in future professional careers.
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