Ensinar para a competência matemática: os diferentes focos da competência de modelação e da competência de resolução de problemas
DOI:
https://doi.org/10.48489/quadrante.23691Palavras-chave:
competências matemáticas, competência de modelação matemática, competência de resolução de problemas matemáticos, competência de matematização, desenho de tarefasResumo
Neste artigo, defendo que é oportuno trabalhar para a competência de modelação (matemática) e para a competência de resolução de problemas (matemáticos) dos alunos como dois objetivos de aprendizagem essencialmente diferentes. Tal distinção pode ser usada para facilitar a comunicação, ao criar-se uma agenda geral relativamente ao trabalho a desenvolver na sala de aula e ao redor da sala de aula, especialmente, quanto ao desenvolvimento e/ou seleção de desafios adequados para os alunos. Começo por delinear o que caracteriza cada uma das duas competências. Em seguida, realço as suas principais diferenças, tanto a um nível mais abstrato quanto a um nível mais concreto, analisando como podem ser formulados vários exemplos de tipos de tarefas para os alunos. Finalmente, discuto brevemente algumas das minhas próprias experiências de utilização da abordagem analítica apresentada, em projetos de pesquisa e desenvolvimento, e aponto possíveis caminhos para investigações futuras, desenvolvimentos e debates, elaborando duas hipóteses sobre os tipos de tarefas que dominam a educação matemática na escolaridade obrigatória e o respetivo motivo.
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