A utilização da modelagem matemática na construção da aprendizagem significativa na educação básica

Abstract

This study aimed to analyze the possible contributions of mathematical modeling to the construction of meaningful learning in two 7th-grade classes of elementary school. The selection of the mathematical content was based on the results of an assessment conducted by the Instituto Qualidade no Ensino (IQE) in December 2025, which revealed difficulties in skills related to rational numbers, fractions, percentages, area, and perimeter. The investigation was characterized as field-based, exploratory, and descriptive research, developed through action research and a qualitative and quantitative approach. A total of 45 students participated in the workshops, of whom 43 were included in the qualitative analysis and 36 in the quantitative comparison between the IQE assessment, used as a pre-test, and the post-test. Five mathematical modeling workshops were conducted according to the stages proposed by Burak: theme selection, exploratory research, problem identification, problem solving and development of mathematical content, and critical analysis of the solutions. The activities involved measuring students’ heights, investigating classroom spaces, participating in a fractions picnic, preparing a fruit salad budget, and planning a school garden. Data were collected through assessments, field notes, photographs, and students’ productions. The qualitative analysis considered four categories: understanding and practical application of mathematical knowledge, interest in the activities, teamwork, and teacher mediation. The records revealed the use of prior knowledge, the revision of misconceptions, the application of mathematics to practical situations, and the collective construction of solutions. These aspects were interpreted in light of David Ausubel’s theory of meaningful learning. In the quantitative analysis, mastery of skill H1 increased from 5.6% to 69.4%; H2 increased from 38.9% to 63.9%; and H6 increased from 44.4% to 77.8%. The results indicate that the workshops contributed to expanding students’ understanding and application of the knowledge addressed, making mathematics more closely connected to their experiences.