Mathematical Modeling in Mathematics Education: a component of the curricular framework
DOI:
https://doi.org/10.18316/recc.v23i1.4125Keywords:
Mathematical Modelling in Mathematics Education, Statements, Discourse, Curriculum.Abstract
The objective of the present study was to problematize a number of directions published in the annals of the IX Conferência Nacional about Modelling in Mathematics Education. Methodological tools from the workshop on Michel Foucault were used in the analyses. The statements which originated from regularities found in directions were: modelling activities arouse the interest of students and motivate them to learn mathematical contents; modelling activities make students more active and co-responsible for learning; modelling activities raise visibility towards mathematical contents. By problematizing these directions, we showed that modelling activities favor the teaching of mathematical contents, thus becoming an important component in the curricular framework.
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