Modelagem matemática maker: uma estratégia didática para o ensino de matemática nos anos iniciais do ensino fundamental

Abstract

In the pursuit of understanding the processes of Mathematics teaching, research in the field of Mathematics Education has highlighted investigations that analyze pedagogical actions aimed at contextualizing content and valuing investigative reasoning, bringing students closer to the exploratory nature of this science. Within this context, Mathematical Modeling and Maker Culture emerge as approaches capable of linking school mathematics to concrete situations, encouraging students’ participation in the formulation and solution of problems. In the early years of Elementary Education, Mathematical Modeling proves to be particularly relevant by promoting the construction of meaning from everyday situations, while Maker Culture has been gaining ground by advocating practices based on experimentation, creativity, and investigation. In this sense, the present study focuses on the practice of teachers working in the early years, guided by the following research question: How can the articulation between Mathematical Modeling and Maker Culture, from a constructionist perspective, be configured as a didactic strategy that fosters the teaching of mathematics in the early years of Elementary Education? Thus, the central objective of this thesis is to conceptualize Mathematical Modeling Maker as a didactic strategy for teaching mathematics in the early years, grounded in constructionist theory. Accordingly, this thesis seeks to conceptualize Mathematical Modeling Maker as a didactic strategy, grounded in constructionist theory, understanding it as the result of the articulation between Mathematical Modeling and Maker Culture. Methodologically, this study adopts a qualitative approach of a basic, exploratory, and explanatory nature, organized into three stages: (1) a systematic literature review; (2) a case study conducted through a formative extension course for teachers in the early years; and (3) the development and systematization of the final text of the thesis. The course, entitled “Mathematical Modeling and Teaching Practice in the Early Years,” involved the participation of twenty-one teachers from the public school system of Fortaleza, Ceará. The corpus of analysis consisted of discussion forums, activity guides, a field diary, and observation forms, which were examined in light of Content Analysis. This procedure made it possible to identify regularities, meanings, and senses attributed by the teachers to the practices developed, allowing for the categorization of perceptions, challenges, and emerging potentialities in the articulation between Mathematical Modeling and Maker Culture. The results indicate a theoretical-methodological convergence between Mathematical Modeling and Maker Culture, making it possible to conceptualize Mathematical Modeling Maker as a strategy in which the artifacts produced by students materialize as solutions to the problems