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Navegando Teses por Autor "Silva Junior, Ailton da"

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    Dissertação
    Modelagem matemática na Educação Básica: uma pesquisa sobre o desenvolvimento do pensamento matemático.
    (Universidade Estadual do Norte do Paraná, 2026) Silva Junior, Ailton da; Sousa, Bárbara Nivalda Palharini Alvim; http://lattes.cnpq.br/5567036140487734
    This dissertation presents an investigation into mathematical thinking styles that emerge during the development of mathematical modeling activities. Its objective is to understand how Mathematical Modeling can be used to promote the development of students’ mathematical thinking, taking into account different thinking styles. The theoretical framework encompasses perspectives on Mathematical Modeling in Mathematics Education, as well as studies on mathematical thinking and different thinking styles and their implications for teaching and learning mathematics. Data were collected through audio recordings of students’ interactions during the implementation of the educational product Mathematical Modeling in Basic Education and the Development of Mathematical Thinking. Data analysis was grounded in the conception of language as social practice, emphasizing the role of context in students’ interactions throughout the activities. Students’ language in use was examined as an expression of their thinking, and the analytical tool of idea association trees was employed to detail the thinking styles that emerged in their records during the modeling processes. The findings indicate that mathematical thinking styles can be understood as dynamic cognitive preferences that vary according to the type of activity, the topic addressed, and the representations mobilized in the problem-solving process. The results show that, in addition to individual student characteristics, the nature of modeling tasks also influences the mobilization of thinking styles. Activities incorporating multiple representations—such as graphs, tables, diagrams, and drawings—favored the emergence of visual thinking, broadening students’ forms of mathematical understanding and expression. At the same time, analytical thinking remained the most recurrent and socially legitimized style within the mathematics classroom context.