Concepções sobre o ensino da Modelagem Matemática nos cursos de formação inicial de professores

Abstract

This paper aims to present the conceptions of Mathematical Modeling in initial teacher training courses, detailing their considerations and observations regarding the application of this teaching methodology in the guidelines for teacher training. In this sense, the research was structured around the following guiding question: what are the teachers' conceptions of teaching mathematical modeling in initial teacher training courses? For the research process, we opted for a qualitative, exploratory approach, based on an electronic questionnaire, whose collaborators were teachers who work on the Mathematics Degree course at IFPI - Campus Piripiri. In order to systematize the research work, documentary research was carried out, supported by an analysis of the Pedagogical Project for the Mathematics Degree Course (PPC) of the IFPI - Piripiri campus, observing the considerations pertinent to the use of modelling in initial training courses. The data collected shows an articulation between the teachers' perceptions and what is proposed in the course's PPC in terms of working with this methodology. Considering that Mathematical Modeling works on obtaining a model responsible for helping to solve problem situations, it is understood that when the teacher reproduces this method in the classroom, it arouses the student's interest in the proposed activities, since its application is not restricted to the ideas put forward by the traditional teaching pattern involving mathematical knowledge. The research showed that it is not possible to work with modeling in all specific subjects, due to factors such as lack of resources, time or even specific training on the part of the teachers. In this sense, we conclude that working with modeling in an interdisciplinary way is essential, but it is still a challenge to be overcome