A supportive pedagogy for conducting mathematical modeling remotely

Abstract

During the Covid-19 quarantine, many educational institutions adopted remote teaching and implemented methodologies such as mathematical modeling. This study reports the use of mathematical modeling activities with differential equations in remote teaching for engineering students, using Google Meet and Moodle. The research addresses aspects of a supportive pedagogy, such as collaboration, motivation, authenticity, and personalization. It was observed that the production of mathematical models contributed to the personalization and authenticity of learning, motivating students to continue their studies. Collaboration was facilitated by technology, highlighting the importance of empathy and open dialogue. It is concluded that modeling is suitable for remote teaching, despite some specific difficulties of this mode of teaching.

Keywords

• ensino remoto
• pandemia
• modelagem matemática
• pedagogia de apoio.