Navegando por Autor "Silva, Michelle Fernanda da"

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    Dissertação
    Modelagem Matemática nos Anos Iniciais: uma investigação sobre a linguagem em uso
    (Universidade Estadual do Norte do Paraná, 2026) Silva, Michelle Fernanda da; Sousa, Bárbara Nivalda Palharini Alvim; http://lattes.cnpq.br/5567036140487734; Sousa, Bárbara Nivalda Palharini Alvim; http://lattes.cnpq.br/5567036140487734; Villa-Ochoa , Jhony Alexander; http://lattes.cnpq.br/3233862661127680; Almeida, Lourdes Maria Werle de; http://lattes.cnpq.br/2660354136462141
    This research aims to investigate the uses of language evidenced in Mathematical Modeling activities developed in the early years of Elementary Education, considering their contribution to the meaning that students attribute to what they learn, in light of the Wittgensteinian perspective, based on the following research question: “Which uses of language are evidenced in Mathematical Modeling activities and contribute to the meaning that students attribute to what they learn?” As a theoretical foundation, Mathematical Modeling was adopted as a pedagogical alternative and, as a philosophical basis, the Wittgensteinian conception of language associated with uses and language-games. Associated with this dissertation, the educational product entitled “Mathematical Modeling and Environmental Education: A Digital Platform” was developed, characterized as educational media in accordance with the guidelines of the Coordination for the Improvement of Higher Education Personnel (CAPES). An empirical investigation was conducted with 18 fifth-grade students in the early years of Elementary Education from a full-time public school in the state of Paraná, Brazil, over a period of 30 hours. The research database consists of written records produced by the students during the development of Mathematical Modeling activities, audiovisual recordings of interactions among participants, and the researcher’s field notes. The results indicate that Mathematical Modeling, articulated with the uses of language through activities developed within the context of Environmental Education, constitutes a pedagogical alternative that promotes meaning in the use of mathematics in the early years of Elementary Education, as it enables students to make decisions, reorganize actions, use mathematical rules already known to them, construct new knowledge when the establishment of new rules becomes necessary, interpret data, and validate results throughout the investigative process, understanding mathematics as a human practice in use.