A modelagem matemática como proposta pedagógica para o ensino aprendizagem da geometria espacial no ensino fundamental II

Abstract

We understand that the teaching of spatial geometry is related to the transition from the stage of concrete operations to abstract operations. Thus, it can be seen that geometry and its theoretical concepts, in the school context, should provide the student with the ability to deduce properties with a level of rigor appropriate to their age, as well as an understanding of the applications of this knowledge. The research on the agenda had the main objective of contributing to the development of learning, the improvement of teaching: Mathematical modeling as a pedagogical proposal for teaching the learning of spatial geometry in elementary school II. In this perspective, we have as specific objectives: 1) to report the importance of mathematical knowledge through mathematical modeling and its relevance to human development; 2) understand the challenges of the Mathematics teacher, within the current conjuncture, identifying relevant precepts for a productive and effective teaching- learning of mathematical knowledge; 3) verify how mathematical modeling can be an important tool for teaching and learning in mathematics classes. To this end, some aspects were verified regarding the educational context, the roles attributed to the subjects of the educational process in the face of different pedagogical trends, and also aspects of the affective relationship in the description and analysis. It was used as a method of Bibliographic research, essentially the and applied in accordance with the guidelines of qualitative research in education. The study Mathematical Modeling, conceived in a perspective of Mathematical Teaching. Initially, we present some conceptions of Mathematical Modeling, highlighting some considerations for the classroom, the main theoretical and bibliographic reference of this research. Our qualitative research methodology includes the suggestion of a Mathematical Modeling Activity to the theme aimed at elementary school students II. The Final Considerations of our work point out that the development of Mathematical Modeling Activities contributes to rethinking a teaching aimed at differentiated, motivating, situated, interesting and with real meanings for students, in addition to promoting in these students an integral training in its social, cultural, critical and relational aspects