Procedures manifested by students in mathematical modeling activities: understandings in the light of content analysis

Abstract

In this work, we bring into discussion the procedures manifested by students of an 8th year of the Elementary School when developing mathematical modeling activities. To discuss this procedures we present some episodes that portray the dynamics of their involvement with modeling activities, supported by Content Analysis, as proposed by Laurence Bardin. From the analysis, we identified five categories of procedures: focus on the subject being studied, indicate the organization of the work to be performed, determine the choice of strategies, reveal the use or understanding of mathematical concepts and denote evaluation processes. We concluded that in mathematical modeling activities, the procedures manifested by the students cannot be analyzed in isolation; it is the set of procedures in their totality, that allow the development of the mathematical modeling activity and that implicitly or explicitly carry: the studentsˈ intentions and knowledge, their own negotiations or the ones carried out between them and the teacher.

Keywords

• atividades de modelagem matemática
• procedimentos dos alunos
• análise de conteúdo