Modelagem matemática: uma proposta pedagógica para o ensino médio técnico

Abstract

This work socializes results from a pedagogical practice carried out with a group of twenty students of the 2nd year of technical high school in Agribusiness at the Federal Institute of Amapá (IFAP) (Campus Porto Grande-AP) in the light of Mathematical Modeling. Thus, the general objective was to investigate the pedagogical implications of the use of Mathematical Modeling with the referred group of students. This practice took place in six moments (nine meetings), in which students were encouraged to associate the theme “pineapple” (fruit of economic and social importance in the study area) and Mathematical Modeling. The meetings took place during the second academic semester of 2020, exclusively in a virtual environment, using the Google Meet platform as a resource and using the WhatsApp messaging application as a support, due to the Covid-19 pandemic and the consequent establishment of remote teaching at the institution. The research was qualitative, and the data collection instruments were interviews, teacher and student field diaries, video recordings of audio and video through the Google Meet platform. The information obtained through these instruments was compared with the ideas of the authors who gave theoretical support to the work and also with the experiences lived throughout the research, enabling the construction of a document based on practices and theories intertwined inseparably. At the end of the research, it was possible to notice the change in students attitude, who became more critical, creative, participative and motivated. Given this context, it can be inferred that the implications of a pedagogical practice in the light of Mathematical Modeling instigated the students interviewed in this work for research, for cooperative work in the discussion and construction of knowledge, for contact with new mathematical subjects and the reframing of those already covered in previous levels of education and other specific subjects of your Agribusiness Technical course. Therefore, this work provided, “to understand, in practice”, that the teacher and researcher’s role is not restricted to taking mathematical knowledge to the classroom, but, rather, helping students in the construction of knowledge, guiding them and making teaching more profitable and learning more thought-provoking and motivating.