Modelagem matemática na perspectiva da teoria desenvolvimental

Abstract

Mathematical Modeling within Mathematics Education has been developed in Brazil since the late 1970s. Regarding its application in the field of education, several theoretical concepts have emerged, such as: Learning Environment, Pedagogical Alternative, Teaching and Learning Strategy, Methodological Alternative, Teaching Perspective, among others. Despite the different approaches presented in literature, the primary objective of Math Modeling in the educational field is to contribute to the Teaching and Learning Process of Mathematics in the classroom, so that students can identify, interpret, solve, elaborate and validate everyday problem situations. Recent studies have revealed that Math teachers who work with Modeling have found difficulties in applying it in school environment due to the lack of student involvement in specific activities in the Modeling process and teachers' insecurity when developing the different phases of Mathematical Modeling in the classroom. This situation, combined with the insufficient results obtained by students in Math national and international assessments, requires the conduct of pedagogical research which will favor the educational process. The objective of this research is to carry out a study of Davydov's Developmental Theory starting from the insertion of his concrete actions in didactics and methodological activities in Mathematical Modeling during the Teaching and Learning Process of Mathematics on third-year High School students in the Federal Institute of Maranhao. The concept of Math Modeling adopted is the “Pedagogical Alternative”, defended by Almeida, Silva and Vertuan (2013). The methodological procedures used in this qualitative research were as follows: bibliographic studies, field research in a participatory observation approach, in addition to data collection instruments such as audio records, production of activity reports by students and semi-structured interviews with group leaders using the Focus Group as a strategy. The collected data were analyzed using the Textual Discursive Analysis of Moraes and Galiazzi (2016), involving unitarization, categorization and metatext. In this scientific work, the three moments of student familiarization with Mathematical Modeling, presented by Almeida, Silva and Vertuan (2013), in the light of Davydov's Developmental Theory were carried out. The results showed that Mathematical Modeling activities using Davydov's actions, developed through a pedagogical model, favored motivation, meaningful and discovery learning. In addition, elements of the Teaching and Learning Process in an Active way, such as autonomy, motivation, investigative attitude, social interaction and guidance were identified in these activities, contributing to the students' permanence in carrying out Modeling activities in the classroom.