Modelagem Matemática na Educação Básica: Uma análise de projetos para o ensino fundamental e ensino médio

Abstract

This final paper aims to conduct a systematic analysis of the work “Mathematical Modeling Projects for the Final Years of Elementary and High School”, with an emphasis on the mathematical modeling projects presented, which integrate theory and practice of mathematical content. The research, grounded in the studies of six researchers in the field of mathematical modeling (Bassanezi (2014); Biembengut (1999, 2009); Almeida (2005, 20120; Burak (2008, 20100; Barbosa (2001) and Caldeira (2005)), examines the projects, highlighting common factors in their development, such as interdisciplinarity, the use of the National Common Curricular Base (BNCC), the required class hours for implementation, the didactic resources employed, and the perspectives of Mathematical Modeling used as a theoretical framework. Based on this analysis, it is observed that the work presents innovations by offering various possibilities for working with mathematical modeling in the classroom. However, the research also identifies gaps that can be filled through the development of project proposals by teachers, contributing to the enhancement of pedagogical practice. Thus, it is expected that this monograph will serve as a valuable tool for enriching teaching and teaching practice.