Modelagem Matemática na formação inicial de pedagogos

Um caminho para ressignificação do ensino de Matemática

Bibliographic Data

ID3949581
AuthorsVitória De Sousa Silva (0000-0002-9317-7723, Instituto Federal do Paraná), Dionísio Burak (0000-0002-1345-1113, Universidade Estadual do Centro-Oeste)
Year2020
Volume15
Pages1-14
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.15.15113.043
OpenAlexW3016344140
LanguagePT
References cited4

The presence of Mathematical Modeling in the initial training of pedagogues is justified by the need to improve the training of these educators so that they can promote a quality and meaningful mathematical education for children. This work, with this focus, is part of a thesis that had as research subjects students from the Pedagogy course of a public university in the state of Paraná who experienced formative moments mediated by Modeling as a teaching methodology from the perspective of Mathematics Education. The research, under a phenomenological attitude, sought understandings for the following question: What is shown in the speeches of students about Mathematical Modeling in the initial training of pedagogues? From it, it was possible to identify that the majority of the students had an aversion and feared their performance in the area. However, they found in Modeling a way to reframe the teaching and the concepts they had in relation to Mathematics. Keywords: Mathematical Education. Teacher training. Mathematical Modeling

Cognitive reframing · Formative assessment · Mathematics education · Pedagogy · Aviation History and Innovations · Education Pedagogy and Practices · Mathematics · Psychology · Science and Education Research · Social Psychology

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