Modelagem matemática: um estudo quali-quantitativo com alunos do 2º ano do ensino médio

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Universidade Federal de Goiás


Mathematical concepts carry the stigma of being difficult for students to assimilate. Which leads to demotivation in wishing to learn. There are, however, teaching approaches that can be applied to winning student interest in mathematics. Notably, the use of modeling presents itself as an alternative to the teaching of mathematical concepts. However, it remains to know whether it is possible to adapt an approach to teaching mathematical concepts to the various realities that compose school classrooms around the world, even though there are encouraging results on the subject. In this sense, we propose the present work. To apply mathematical modeling in the classroom to support the teaching-learning process for stu- dents of a public high school in the state of MinasGerais-Brazil. Forthis, an intervention was made in classes of this school addressing the concept of matrices in the second year of high school, using didactical sequences. A quantitative analysis was used to measure, in comparison with a control group, whether there was gain or loss in some analyzed items. As well as a qualitative analysis from questionnaires and observations. It was quantitatively diagnosed,for the design consideredand for the availability of time and space that the use of modeling in classaroom does not generate neither gain or damages, that should be con- sidered. However, the approach proved to be satisfactory because it allows greater retention of the student’s attention and also promising, if one can count on adequate physical space and greater time to conduct the activities.



Modelagem matemática, Ensino médio, Ensino-aprendizagem, Matrizes, Mathematical modeling, High school, Teaching-learning, Matrices


MORAES, A. M. Modelagem matemática: um estudo quali-quantitativo com alunos do 2º ano do ensino médio. 2019. 104 f. Dissertação (Mestrado em Matemática em Rede Nacional) - Universidade Federal de Goiás, Catalão, 2019.