Matematização em atividades de modelagem matemática nos anos finais do ensino fundamental

Abstract

This research aims to investigate how students from the Final Years of Elementary School deal with Mathematical Modelling activities associated with digital technology and what mathematization presents. For this, we base on Mathematical Modelling as a pedagogical alternative, on mathematization and anticipation of activities developed to 8th and 9th grade students related to the use of digital technologies in Mathematics classes. We developed and analyzed data from three Mathematical Modelling activities based on our theoretical frameworks by following the methodology of interpretive qualitative analysis. In our analyses, we sought to show evidence of four elements presents in the literature that is considered essential to have a successful mathematization. Thus, the data allowed us to discuss: the presence or lack of relevant mathematical knowledge; the ability to use it in Modelling; the belief that a valid use of model mathematics favors the concretization of real phenomena, persistence and confidence in their mathematical abilities. We conclude that the observation of these elements allows us to infer about the quality of mathematization, but the fact that the students, subjects of the research, are not familiarized with Modelling activities is an aspect that also influenced. Reflections resulting from the research led to the organization of an educational product that includes, in addition to the activities analyzed in this dissertation, two others that were not developed with the students because of the Sars-cov-2 pandemic.