Modelagem matemática X aprendizagem significativa : uma investigação usando mapas conceituais

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

We present the results of a research work based on the theoretical presumptions of Mathematical Modelling in the perspectives of Mathematical Education, Meaningful Learning Theory of David Ausubel and Concepts Maps of Joseph Novak. We previously established a set of elements through which it is possible to elicit the occurrence of Meaningful Learning through the Concepts Maps, when teaching activities compose a proposal involving Mathematical Modelling. The research was developed with 4 students attending the first semester of an Industrial Mechanical Maintenance course in a state University from Paraná, during the classes of Foundations of Mathematics, Integral Differential Calculus I and during an extra- curricular course. After a familiarization period with the Concepts Maps, the students developed Mathematical Modelling activities and they built maps related to the mathematical and extra-mathematical concepts involved in the problem studied. For the collection of information, the concepts maps elaborated by the students, their direct observation, the application of questionnaires and interviews were employed. All these information allowed noticing: progresses in the continuum routine learning- meaningful learning of mathematical concepts using Modelling, the potentialities of association of Concepts Maps and Mathematical Modelling, as well as the advantages and the disadvantages of working with them.

ASSUNTO(S)

educação matemática matemática - estudo e ensino modelos matemáticos - estudo e ensino mathematics education mathematics study and teaching mathematical models study and teaching

ACESSO AO ARTIGO

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