Relações entre a Modelagem Matemática e os princípios da aprendizagem significativa crítica: percepções de licenciandos em matemática

Source abstract

This research aims to identify the principles of the Theory of Critical Meaningful Learning (TASC) perceived by Mathematics undergraduate students while developing a Mathematical Modeling activity from a sociocritical perspective. Based on the assumptions of the qualitative approach, data were collected during a class involving 21 undergraduates, with a central theme of gender wage inequality. Data collection was carried out through students' written records and responses to a questionnaire administered at the end of the activity. The results indicated that all 11 principles of TASC were manifested in the pre-service teachers’ productions, although with different levels of intensity. The principle of Social Interaction and Questioning was the most evident, reported by all participants, while the principle of Unlearning was the least identified. These findings reinforce the potential of MM, in its sociocritical perspective, as a formative space capable of integrating mathematical knowledge and social issues, fostering the development of future critical and reflective teachers.