Verificação da autenticidade de uma situação-problema vivenciada no âmbito da modelagem matemática

Abstract

This article aims to investigate the authenticity of a Mathematical Modeling activity proposed in a class of the Mathematics Degree course in the subject “Mathematical Modeling” offered at the Instituto Federal Campus São Raimundo Nonato - PI. The work was organized in three stages, namely: (1) a bibliographical research was carried out on the history of the emergence of Mathematical Modeling in Brazil, its definitions according to different authors in the area, the planning of activities of this nature, their phases /stages, the training of teachers to deal with this teaching-learning tool, as well as a study on what authenticity is and how to assess the level of authenticity within the scope of Mathematical Modeling; (2) a relevant methodology was organized, based on qualitative research, to investigate, through a problem situation, experienced in the classroom together with the students and the teacher and the application of questionnaires, the level of authenticity the activity carried out; (3) the experience was discussed and the level of authenticity of the activity was assessed. With this, it was realized that, according to the design proposed by Almeida and Omodei (2022), a level 2 (intermediate) of authenticity was achieved. However, students could have reached a higher level if they had used mathematical, empirical and technological tools (software) that they had at their disposal, as well as if they had extrapolated the problem situation to other contexts outside the classroom. In this sense, it is clear that the investigation, in addition to the interest and questions provided to students (teachers in training), aims to encourage, on the part of teachers, better planning of activities of this nature.