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Formative itineraries and mathematical modeling in the new high school: perspectives and practices

Abstract

Modeling can be understood as a pedagogical approach that contributes to the production of mathematical knowledge in addition to enabling interaction with other areas of knowledge, due to its interdisciplinary nature. Thus, we believe that it can promote the emancipation of students, allowing them to read the world with mathematics. In this sense, this Research Project aims at understanding the possibilities of development of formative itineraries by students through modeling, articulated with didactic situations present in teaching materials. To this end, this Project is linked to the strategic axes "Teaching and learning process in public basic education" and "Training and professional teacher development", since it intends to work with teachers and also with students at different times. The research will be guided by the qualitative paradigm, and we hope to contribute to the understanding and dissemination of how formative itineraries are being developed in schools, as well as promoting reflections on the possibilities of Modeling combined with teaching materials. We also aim at contributing so that teachers can use teaching materials in their classes, transforming them according to their contexts and making them allies to the teaching and learning processes, in particular in the development of formative itineraries through modeling. We also intend to collaborate with the training of students so that they have access to a liberating mathematics education, which aims at justice and social transformation. (AU)

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