A Modelagem Matemática como perspectiva metodológica aplicada à Aprendizagem Sociocultural

Abstract

Mathematics classes are generally considered the most challenging for most students, as they have difficulty relating calculations and formulas to real situations they may have experienced. Mathematical Modeling can help minimize these difficulties and may emerge as a proposal that aims to enhance the teaching process through interaction, providing meaning to the mathematical knowledge of the curriculum presented in the classroom. Based on the above, this work was guided by the following Research Question: “How can Mathematical Modeling be effectively used to promote Sociocultural Learning of 8th grade students in the Final Years of Elementary School?” Thus, this research aimed to analyze the potential of Mathematical Modeling as a methodological perspective applied in light of Sociocultural Theory to promote the learning of 8th grade students of Elementary School Final Years. In line with the objectives of this research, qualitative research was chosen, within the scope of qualitative research, the action research approach was defined in educational research. The data were analyzed through Bardin's Content Analysis (2016). The data were analyzed using Bardin's Content Analysis (2016). The research was carried out in an Amazonian context with eighth-grade students in the Final Years of Elementary School, in a public school in the municipality of Codajás, in the interior of Amazonas. The results of the research showed that Mathematical Modeling, as a methodological perspective, proved to be effective in promoting learning in a sociocultural context. Throughout the different stages of the process, the development of important skills in students was observed, such as investigative thinking, autonomy, critical thinking and the improvement of higher psychological functions, bringing significant advances in learning. In addition, it was possible to identify that, during the stages of Mathematical Modeling, aspects of sociocultural learning occurred, which was manifested through teaching practices established in the interaction and construction of theoretical knowledge inserted in a specific sociocultural context.