Uma investigação sobre a introdução de matrizes por meio da modelagem matemática

Abstract

In this research we investigate the introduction of contents through mathematical modelling activities, specifically the introduction of matrices. For this, from a qualitative approach, we carried out a literature review of publications from Brazilian scientific events, from 2013 to 2021, which address mathematical modelling from the perspective of Mathematics Education (CNMEM and EPMEM) and discuss activities developed in the classroom. From these publications, we observe that activities aimed at introducing new content are rare, focusing, above all, on the review or illustration of already known or newly explained content. In face of that, we propose the development and discussion of a modelling activity for 9 academics who were studying the discipline of mathematical modelling, a degree course in mathematics, in a public institution of Higher Education in Paraná, through which we introduce some ideas associated with matrices. A form on the understanding and intentions of using modelling in the classroom and a reflection on the use of the activity developed to introduce the matrix content were proposed before and after the activity, respectively. The research data, therefore, consist of works in the literature that address mathematical modelling to introduce content, academic responses to the initial form, resolutions for the activity and reflections on the use of the activity in the classroom. The collection was carried out through a bibliographic review, electronic form, records produced by the academics from the development of the activity and by recording the discussions with the academics, carried out using the Zoom and OBS Studio software. Data analysis points out some concerns and/or difficulties of academics, regarding the duration of the activity and the use or creation of mathematical models, as well as indicating two possibilities for the introduction of matrices through mathematical modelling: in a way articulated to the resolution, with more direct and targeted interventions, and as an alternative form to the resolutions presented.