2015-02-202022-04-262022-04-262014-08-07MASTRELA, R. Modelagem matemática e as tecnologias da informação e comunicação no processo ensino-aprendizagem. 2014. 64 f. Dissertação (Mestrado Profissional em Matemática em Rede Nacional)–Universidade Federal de Goiás, Catalão, 2014.http://repositorio.ufcat.edu.br/tede/handle/tede/4179The research reported in this work aims to investigate the contribution of using the methodologies “Mathematical Modeling” and “Information and Communication Technologies” (ICTs) in the teaching-learning process of some mathematical concepts, namely: percentage, rule of three, interest, tables and graphs. These concepts were developed in a way that enable involved students relate them to their quotidian. The study was developed in a class of eighth grade (8th grade) of the Basic School at the Municipal School "Arminda Rosa de Mesquita", located in the rural area of Catalão-Goiás. Questionnaires, field diary and filming were the tools used and analyzed from a qualitative and quantitative approach. This analysis revealed evidences that the used methodologies brought advances in analytical and critical development of the involved students, as well as helped to develop the skills of logical reasoning, problem solving and argumentation. Students acted as builders of their own knowledge through interaction among themselves and with the teacher, who became an advisor. Furthermore, it could be verified that Mathematical Modeling and ICTs make students feel a great pleasure, because they are dealing with everyday situations. And working with computers gave new meaning to the contents studied.application/pdfAcesso AbertoModelagem matemáticaTecnologias da informação e comunicaçãoEnsino-aprendizagemPorcentagemRegra de trêsJurosTabelasGráficosMathematical modelingInformation and communication technologyTeaching-learningPercentageRule of threeInterestTablesGraphsCIENCIAS EXATAS E DA TERRA::MATEMATICADissertação