Abstract:Apresentamos, neste artigo, resultados de uma investigação que buscou compreender o envolvimento de dois alunos, integrantes de um grupo, em uma atividade de modelagem matemática, a partir da relação que eles estabelecem com o saber matemático. Apoiadas no referencial teórico de Bernard Charlot, da relação com o saber, e utilizando uma abordagem qualitativa, analisamos três episódios em que o grupo está desenvolvendo um projeto de modelagem matemática. Além dos episódios, entrevistas possibilitaram entender as… Show more
“…In this category, modeling is conceived as a learning environment in which students participate according to their interests or needs (Borba & Villarreal, 2005;Campos & Araújo, 2015; Parra-Zapata & Villa-Ochoa, 2016); processes are not previously established but emerge depending on the type of problem, the variables involved and the relevant contexts for the student. Under this view, technology appears as a way to meet the needs that arise throughout the processes: obtain and analyze data, create a context or simulation of a phenomenon, compare models and results, validate or spread a model, etc.…”
Section: Technology As a Reorganizer Of The Modeling Processmentioning
This document presents a literature review that analyzes the articulation of modeling and digital technologies in the field of Mathematics Education. The review aims to find evidence of the use of digital technologies in modeling processes and how these practices can change some ways of working with students in the classroom. The results show, on the one hand, different roles that technology plays when it is articulated to a modeling process (as a resource in the process or as a means that reorganizes the process) and the uses given to diverse technological tools in the empirical studies analyzed. The findings present a new category that extends the classification of technologies and suggest the need to expand both theoretical and empirical research to get a better understanding of the impact of digital tools in modeling processes. In addition, the findings draw attention to the inclusion of mobile devices in future studies.1 According to Borba and Villareal (2005), technology is 'domesticated' when it is utilized to do what we were used to do by other means, ignoring or wasting other potential uses.
Contribution of this paper to the literature• Although previous studies show that the use of technology can condition the development of modeling processes, it is necessary to identify the scope and limitations of its articulation in the analysis of various phenomena.• This literature review provides evidence of the roles and uses of technology when articulated to modeling processes. On the one hand, technology is used as a resource in which multiple tools that accompany the study of a phenomenon are involved. On the other hand, technology is an instrument that reorganizes the processes of experimentation and the production of mathematical knowledge.
EURASIA J Math Sci and Tech Ed3 / 13
“…In this category, modeling is conceived as a learning environment in which students participate according to their interests or needs (Borba & Villarreal, 2005;Campos & Araújo, 2015; Parra-Zapata & Villa-Ochoa, 2016); processes are not previously established but emerge depending on the type of problem, the variables involved and the relevant contexts for the student. Under this view, technology appears as a way to meet the needs that arise throughout the processes: obtain and analyze data, create a context or simulation of a phenomenon, compare models and results, validate or spread a model, etc.…”
Section: Technology As a Reorganizer Of The Modeling Processmentioning
This document presents a literature review that analyzes the articulation of modeling and digital technologies in the field of Mathematics Education. The review aims to find evidence of the use of digital technologies in modeling processes and how these practices can change some ways of working with students in the classroom. The results show, on the one hand, different roles that technology plays when it is articulated to a modeling process (as a resource in the process or as a means that reorganizes the process) and the uses given to diverse technological tools in the empirical studies analyzed. The findings present a new category that extends the classification of technologies and suggest the need to expand both theoretical and empirical research to get a better understanding of the impact of digital tools in modeling processes. In addition, the findings draw attention to the inclusion of mobile devices in future studies.1 According to Borba and Villareal (2005), technology is 'domesticated' when it is utilized to do what we were used to do by other means, ignoring or wasting other potential uses.
Contribution of this paper to the literature• Although previous studies show that the use of technology can condition the development of modeling processes, it is necessary to identify the scope and limitations of its articulation in the analysis of various phenomena.• This literature review provides evidence of the roles and uses of technology when articulated to modeling processes. On the one hand, technology is used as a resource in which multiple tools that accompany the study of a phenomenon are involved. On the other hand, technology is an instrument that reorganizes the processes of experimentation and the production of mathematical knowledge.
EURASIA J Math Sci and Tech Ed3 / 13
“…Os estudos de Soares e Borba (2012) e Caldeira, Silveira e Magnus (2011) destacam implicações de outros aspectos, além do interesse pelo tema da atividade, no envolvimento dos alunos em atividades de modelagem que provavelmente se deve considerar para a compreensão do envolvimento dos alunos. Campos (2013) destaca que os alunos podem ter diferentes razões (boas razões) para se envolverem no desenvolvimento de uma atividade de modelagem e que essas não RPEM, Campo Mourão, Pr, v.4, n.6, p.199-214, jan.-jun. 2015 necessariamente estão relacionadas ao interesse pelo tema.…”
Section: Interesse Pelo Tema E Envolvimento Dos Alunos Em Atividades ...unclassified
“…Relata-se que mesmo quando o tema da atividade de modelagem é escolhido levando-se em consideração o interesse dos alunos, eles podem não se envolver como o esperado no desenvolvimento de atividades dessa natureza (CALDEIRA; SILVEIRA; MAGNUS, 2011). Discute-se, também, que, embora possam estar relacionados, interesse e envolvimento são constructos teóricos diferentes (CAMPOS, 2013). Dentre outros aspectos que podem compor essa discussão.…”
Neste artigo, o objetivo é problematizar a relação entre interesse pelo tema e o envolvimento dos alunos em atividades de modelagem. Trato do interesse de alunos ao se organizarem em grupo para o desenvolvimento de um projeto de modelagem e as boas razões de uma das integrantes do grupo para se envolver na atividade. Os dados são oriundos de entrevistas e a análise é de natureza qualitativa. O contexto do estudo foi a disciplina Matemática A, os sujeitos são estudantes do curso de Gestão Pública daUniversidade Federal de Minas Gerais. Destaco a importância da problematização da relação entre interesse pelo tema da atividade de modelagem e o envolvimento dos alunos para termos maior clarezasobre as práticas dos alunos nesse ambiente de aprendizagem. Foi possível compreender, a partir da análise, que o envolvimento pode não se relacionar ao tema da atividade, pois outras razões podem ser mais significativas para os alunos se envolverem no ambiente de modelagem. No caso analisado,identifiquei que a obtenção de pontos para ser aprovada na disciplina Matemática A foi a boa razão que mobilizou a estudante se envolver no projeto de modelagem, que não significa a única boa razão, pois outras razões podem não ter sido explicitadas pela estudante.
Resumen En este trabajo presentamos un estudio en el que analizamos las producciones escritas de estudiantes de 16 años con diferentes niveles de experiencia en modelización al resolver Problemas de Estimación de Grandes Cantidades (PEGC). Estos problemas son un tipo concreto de los Problemas de Fermi y permiten introducir los procesos de modelización en las aulas de Educación Secundaria. Nuestro análisis se soporta en la caracterización de los modelos matemáticos que producen los alumnos, basada en la definición de modelo matemático propuesta por Lesh y Harel. Los resultados muestran que, a través del análisis de las resoluciones de PEGC, se pueden distinguir aspectos diferenciadores entre los modelos producidos por alumnos sin experiencia modelizadora de aquellos producidos por alumnos con experiencia previa, especialmente en los conceptos y lenguajes utilizados para dar forma a los modelos matemáticos construidos.
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