Saberes docentes sobre práticas pedagógicas no ensino de matemática : uma abordagem sobre a modelagem matemática

Abstract

In this work, Mathematical Modeling is suggested as a teaching and learning strategy because it was found that Mathematics, as it is taught, fails to develop in students a taste for its study. The development of decontextualized content becomes isolated and meaningless, making the student unable to perceive that mathematics is linked to other areas of knowledge and also to situations experienced by them in everyday life. However, the main focus of this work is to investigate, analyze and discuss how modeling can contribute to the teaching-learning process of mathematics. For that, a descriptive bibliographic research was carried out on a qualitative approach to obtain the necessary substrates in order to talk about the belief of teachers' knowledge in the pedagogical practices of teaching mathematics, related to mathematical modeling, which contributes to the teaching process. -learning. Thus, based on the ideas of authors such as Bassanezi, Biembengut and D'Ambrosio, it was possible to verify the potential of this trend in mathematics education. Also, at the heart of the work, a proposal for a Pedagogical Intervention was presented, for which the steps based on the methodology of Mathematical Modeling were followed in the implementation