Mathematical Modeling and the Classroom: A Perspective from Teachers Engaged in Continuing Education

Abstract

The current research stems from the analysis of significant materials from the first author's dissertation, guided by the second author, linked by the research question: What does the practice of Mathematical Modeling in the classroom by teachers participating in Modeling training courses in a research context reveal? After conducting hermeneutics on data derived from the testimonials of seven teachers participating in Modeling continuing education courses in a research context, it is understood that the practice of Mathematical Modeling by teachers is conditioned by overcoming training conducted solely for research purposes, which is relatively short and different from the time needed for the teacher to feel confident in adopting Modeling in the classroom. Other insights reveal that there is acceptance and validation of Modeling by teachers; however, they engage in it only while participating in continuing education and simultaneously being guided by the instructor.

Keywords

• fenomenologia
• formação continuada de professores em modelagem
• contexto de pesquisa.