Percepções sobre o uso da Tecnologia para a Aprendizagem Significativa de alunos envolvidos com Atividades de Modelagem Matemática

Abstract

O propósito deste artigo é apresentar parte dos resultados de uma pesquisa sobre como ambientes de ensino e de aprendizagem que consideram atividades de modelagem matemática, dispõem de recursos tecnológicos e são sequencialmente estruturados como unidades de ensino, viabilizam a aprendizagem significativa dos estudantes. No âmbito deste texto, elementos constituintes da pesquisa são explicitados de modo a compreender de que forma os estudantes se apropriam das tecnologias durante as atividades de modelagem desenvolvidas em três Contextos educacionais. Uma análise sistemática dos dados, de acordo com a Teoria Fundamentada em Dados, explicita articulações entre modelagem matemática, aprendizagem significativa e tecnologias e mostra a influência desses elementos na promoção do trabalho colaborativo, quando os alunos passam a pensar juntos com os pares, com o professor, com a tecnologia e, na motivação do aluno para mobilizar a tecnologia como parceira intelectual.

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

“…[50] Active learning Scalar: first order, linear, Bernoulli [51] Active learning Scalar: first order, applications to exponential decay problems [52] Projects-based learning [53] Projects-based learning Scalar and systems: populations model, linear system [54] Mathematical modeling Scalar: first order, applications to mixing problems [55] Active learning [56] Geometric Active learning [82] Traditional methodology Scalar: first order, higher order [83] Others [84] Geometric and qualitative solutions, Active learning Scalar: first order, autonomous differential equations, slope fields [85] Active learning Scalar: first order, Newton's law of cooling [86] Active learning Systems: first order, linear, slope fields, Lotka-Volterra models [87] Active learning Scalar: first order, autonomous differential equations, slope fields [88] Mathematical modeling Systems: Lotka-Volterra model, phase plane, equilibrium solutions, phase trajectories Active learning [107] Active learning Scalar and systems: Verhulst equation, bifurcation [108] Active learning [109] Active learning Scalar and systems: first order, slope fields, second order with spring-mass applications, linear systems, straight-line solutions, Lotka-Volterra models [110] Geometric and qualitative solutions, Active learning [111] Active learning Scalar: existence and uniqueness theorem of first order [112] Active learning Scalar: concept of solution of first order equation [113] Active learning Scalar: first order [114] Active learning Scalar and systems: several topics [115] Mathematical modeling, Information and communication technology Systems: applications to electronic circuits [116] Mathematical modeling Scalar: second order, applications of Newton's second law [117] Others Scalar and systems: second order, applications of Newton's second law [119] Mathematical modeling Scalar: first order [118] Mathematical modeling Scalar: first order [120] Information and communication technology Scalar: first order, Laplace transform [121] Activ...…”

“…If the answer is ambiguous or has clear limitations, the modeler can repeat the cycle by considering new and more insightful observations and then improving the mathematical model. Specifically, in the retained list, the articles [4,5,8,9,12,13,17,18,20,22,48,49,54,56,58,63,65,68,74,78,88,91,94,98,100,101,115,116,118,119,127,128,130,134] are related to some approaches to the mathematical modeling for the teaching of ordinary differential equations. These works were developed between the years 2004 and 2019, with the exception of [78,130].…”

“…(a) Development of skills for mathematical modeling. We find some articles where the aim was to study the development of mathematical modeling abilities in order to solve real problem models by employing mathematical theory knowledge related to ordinary differential equations [8,17,20,54,63,65,68,88,91,100]. The papers [20,63] are focused on the teaching and learning of mathematical models, particularly in the construction and application of mathematical models through mathematical activities.…”

“…Among the advantages pointed out by the authors, we highlight that mathematical modeling is a pedagogical methodology that promotes meaningful learning and, it is a significant and concrete alternative to the questioned traditional teaching. In this group of papers, we have include the following articles [9,54,94,127,134]. In [54] is presented a research about how mathematical modeling as teaching and learning methodology can provide meaningful learning for the students.…”

“…In this group of papers, we have include the following articles [9,54,94,127,134]. In [54] is presented a research about how mathematical modeling as teaching and learning methodology can provide meaningful learning for the students. In [9], the author develops a comparative study of two instructional approaches used in the teaching of ordinary differential equations for engineering students.…”