Desafios do uso da modelagem matemática e situações problema no ensino de matemática para alunos do ensino fundamental nível 2

Abstract

This research aims to present several challenges that teachers, institutions and students face when working with mathematical modeling and problem situations in the educational context of primary education level 2. It consists of qualitative and experimental research in the field of Mathematics Education, with analysis based on the fundamentals of mathematical modeling, raised by authors such as Bazzanezi (2014), Biembengut e Hein (2003) and also the nuances of the process of elaboration, application and verification of learning through the use of problem situations in the classroom and also in learning assessments. It is concluded that the biggest educational challenges for teachers are the lack of expertise in working with this topic (1), the result of strictly traditional teaching methodologies. Difficulty in covering the entire process of using mathematical modeling within the work schedule proposed by the curriculum matrices of schools and other institutions (2), given the volume of content and students' learning difficulties. And also the healthy obstacles and provocations proposed by the National Curricular Base (BNCC), which lead teachers to work in a modern way thinking not only about content, but also about skills and competencies.(3).