Modelagem matemática nos anos iniciais do ensino fundamental: uma proposta articulada à trajetória hipotética de aprendizagem

Abstract

In this Undergraduate Thesis, developed within the scope of a Mathematics Teaching degree, our objective was to demonstrate how the anticipations of the Hypothetical Learning Trajectory (HLT) can support the organization and planning of a mathematical modeling activity for the early years of elementary education. We structured the study in the format of an article and based it on a qualitative research approach, presenting for analysis a mathematical modeling activity with the theme “frogs,” whose problem consisted of determining which frog is the better jumper and by how much it outperforms the other. As a theoretical and analytical framework, we adopted foundations of Mathematical Modeling articulated with the HLT, considering from the latter the components of objective, planning, and trajectory hypotheses. As a result, we inferred that anticipating possible strategies, knowledge, and difficulties of students can guide teacher interventions and contribute to the planning, and consequently the implementation, of mathematical modeling activities in the early years.