Modelagem matemática como ambiente de aprendizagem e as representações emergidas de um grupo de alunos do ensino médio sobre suas aulas de matemática

Abstract

This research presents reflections of some studies on modeling in mathematical education, highlighting different points of view as, for example, the lack of obligatoriness to build a model itself. Based on a qualitative ethnographic research, it offers important arguments which place mathematical modeling as one of the possibilities that counteract the exercise paradigm, considering the student as an active agent in their knowledge construction. It uses field diary, questionnaire and collective interviews as instruments, and uses categorization and triangulation in data analysis. It works with representation, appropriation and practice, concepts discussed by Roger Chartier, also identifying four dimensions of representations about the math class, which emerged from a group of students, newcomers to a state high school, when involved in mathematical modeling activities.