Navegando por Autor "Hora, Talita Dutra"

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    Modelagem matemática nos anos iniciais do Ensino Fundamental: um olhar para o uso estratégico de desenhos
    (Universidade Estadual do Norte do Paraná, 2024) Hora, Talita Dutra; Almeida, Lourdes Maria Werle de; http://lattes.cnpq.br/2660354136462141; Almeida, Lourdes Maria Werle de; Pires, Magna Natalia Marin; Martins, Bianca de Oliveira
    This research aims to investigate the strategic use of drawing, aiming to characterize its potential to encourage student actions in mathematical modeling activities. To compose the empirical data for the research, mathematical modeling activities were developed by students in the 5th year of Elementary School. Data were collected through written records, audio and video recordings, field notes and interviews. Data analysis was inspired by qualitative content analysis procedures. The research report follows the multipaper format so that its developments are presented in two articles. In the first article, we investigated how the use of drawing contributes to the development of mathematical modeling activities. The results of this article show that the use of drawing in the development of mathematical modeling activities influenced the students' directions in the different stages of mathematical modeling activities, contributing to the understanding of the problem in a holistic view, for decision making and mathematization of the situation, for the construction of the mathematical model, for the retaking of necessary steps, for interpretation and communication of results. In the second article, we look for evidence of how the dialogue between hand-made drawings and the use of software to create drawings takes place, and to what extent these resources can favor or increase students' actions in mathematical modeling activities. The results indicate that the dialogue between hand-drawn drawings and the use of software to construct drawings, increases students' actions at different moments in the development of a mathematical modeling activity, providing means for visualizing and understanding the problem, for mathematization and construction of the mathematical model, for the interpretation and communication of results. Finally, the results obtained in the two articles allow us to outline that the strategic use of drawing, whether with pencil and paper or mediated by digital technology, increased students' actions in the development of mathematical modeling activities, allowing them to find ways to solve the problem. Furthermore, the research made it possible to expand the classification of drawings discussed in the literature and infer about the cognitive procedures underlying the construction of a drawing and the mobilization of strategic knowledge in the development of mathematical modeling activities.