Aspects of attitudes towards mathematics in modeling activities: Usefulness, interest, and social roles of mathematics

Abstract

This study addresses three aspects of the attitude towards mathematics: usefulness, interest, and recognition of the social roles of mathematics. Mathematical modeling activities were developed and conducted with engineering students. We analyzed how the attitude towards mathematics is manifested in this context and what contribution can be to a better understanding of the aspects of this attitude. We note that interest is manifested in a personal and objective way and that there is a recognition of the usefulness of basic mathematics in everyday life and in other contexts to the detriment of higher education mathematics. In addition, modeling proved to be a good opportunity to recognize the social roles of mathematics, something that did not occur individually. We conclude that modeling is pointed out as a means for a manifestation of a good attitude towards mathematics.

Contrapondo a ideologia da certeza por meio do conhecimento reflexivo na modelagem matemática

“…Assim como usamos questionamentos no início das atividades de MM, sugerimos que grupos de perguntas sejam aplicados durante todo o processo de modelagem sobre "os pressupostos embutidos na matemática e sobre o papel da matemática" (HAUGE; BARWELL 2017, p. 33), a fim de auxiliar para que os alunos não somente se expressem, mas também desenvolvam o conhecimento reflexivo (ANHALT et al, 2018;LOPES, 2022). Todavia, é importante ter cautela a fim de evitar possíveis imposições de valores, visões particulares ou perguntas tendenciosas que direcionem as respostas dos alunos (GIBBS; PARK 2022).…”

Countering the ideology of certainty through reflective knowledge in mathematical modeling

“…Just as we use questions at the beginning of MM activities, we suggest that groups of questions be applied throughout the modeling process about "the assumptions embedded in mathematics and on the role of mathematics" BARWELL 2017, p. 33), in order to help students not only express themselves, but also develop reflective knowledge (ANHALT et al, 2018;LOPES, 2022). However, it is important to be cautious in order to avoid possible impositions of values, particular views or biased questions that direct students' responses (GIBBS; PARK 2022).…”