Approximations between troubleshooting and mathematical modeling with the STS approach

Abstract

This study aims to verify the approach of Critical Mathematics Education with the STS approach. It involves a qualitative research, of the type pedagogical intervention, carried out in a private school in the city of Curitiba, with students of the 1st year of High School, using Problem Solving and Mathematical Modeling. The classes included activities on the content of Arithmetic Progression, in the case of Problem Solving and on statistics, percentage and exponential functions, regarding Mathematical Modeling. In addition to the mathematical contents, the practice addressed themes related to the presence of adolescents in academies, use of cell phones and their impact on the daily life of the human being and effects of marijuana in the body. For the analysis of the approximations between the methodologies used and the STS approach, the main characteristics of this approach, as well as the stages proposed for its development, were searched in the literature. The analysis showed that the Troubleshooting presented a sequence of reflections on the issues present in the problem situations similar to the sequences indicated in STS approach. The project carried out in Mathematical Modeling demonstrated a constant presence of interdisciplinarity and contextualization, which are the necessary requirements for teaching in the STS perspective. It was possible to establish some relations to a STS approach in both Troubleshooting and Mathematical Modeling. It was noticed that the teacher's mediation is what makes possible the appropriate directives so that the mathematical contents can bring scientific and technological base for the performance of the student in the society.

Keywords

• cts
• modelagem matemática
• resolução de problemas.