Da Formação À Ação: Primeira Experiência De Uma Professora Com a Modelagem Matemática Nos Anos Iniciais
Year: 2026
Type: article
Abstract: This paper aims to highlight how Luna’s first experience with mathematical modelling took place. In 2024, Luna was teaching a first-grade class in an elementary school in Northern Paraná, composed of 17 students around six years old, in a private school. She holds a degree in Psychology and obtained her teaching qualification through a teacher education course. The experience resulted from her participation in an extension course on Mathematical Modelling and took place in 2024. The design of the course was structured around three formative axes: learning about modelling, learning through modelling, and teaching using modelling, promoting theoretical discussions, the development of activities, the study of experiences, and the implementation of a practice upon which reflections were woven. The teacher’s account highlights the importance of formative moments in which support from the teacher educators is provided, especially through dialogues that seek an interlocution with the reality of the classroom and that consider the specificities of the students. For the teacher, these were fundamental characteristics for naturalising the use of modelling in the classroom.
Source: Revista Aproximação
Authors: Tortola, Emerson, Oliveira, Karine de
Institution: Universidade Tecnológica Federal do Paraná
Language: Portuguese
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7215558736
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