Formative itineraries and mathematical modeling in the new high school: perspectives and practices

• Grant number: 22/05760-2
• Support Opportunities: Improvement in Public Education Program
• Field of knowledge: Humanities - Education - Specific topics in Education
• Agreement: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Ana Paula dos Santos Malheiros
• Grantee: Ana Paula dos Santos Malheiros
• Host Institution: Instituto de Geociências e Ciências Exatas (IGCE). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil
• Associated researchers: Lucas Carato Mazzi ; Rúbia Barcelos Amaral
• Associated scholarship(s): 24/09286-9 - Modeling as a possibility for the development of Formative Itinerary 2 in the New High School, BP.EP; 24/09335-0 - Modeling as a possibility for the development of Formative Itinerary 3 in the New High School, BP.EP; 24/10116-0 - Modeling as a possibility for the development of Formative Pathway 1 in the New High School., BP.EP; + associated scholarships 24/10226-0 - Modeling as a possibility for the development of Training Itinerary 4 in the New High School Curriculum, BP.EP; 24/09299-3 - Modeling as a possibility for the development of Formative Itinerary 5 in the New High School, BP.EP; 23/04009-4 - Training itineraries and mathematical modeling in new high school: pedagogical perspectives, BP.EP; 23/02518-9 - Modeling as a possibility for the development of the formative itinerary 4 in the new high school, BP.EP; 23/02519-5 - Modeling as a possibility for the development of the formative itinerary 3 in the new high school, BP.EP; 23/02520-3 - Modeling as a possibility for the development of the formative itinerary 2 in the new high school, BP.EP; 23/02521-0 - Modeling as a possibility for the development of the formative itinerary 1 in the new high school, BP.EP; 23/01871-7 - Formative itineraries and mathematical modeling in new high school: articulations and possible dialogues, BP.EP - associated scholarships

Abstract

Modeling can be understood as a pedagogical approach that contributes to the production of mathematical knowledge in addition to enabling interaction with other areas of knowledge, due to its interdisciplinary nature. Thus, we believe that it can promote the emancipation of students, allowing them to read the world with mathematics. In this sense, this Research Project aims at understanding the possibilities of development of formative itineraries by students through modeling, articulated with didactic situations present in teaching materials. To this end, this Project is linked to the strategic axes "Teaching and learning process in public basic education" and "Training and professional teacher development", since it intends to work with teachers and also with students at different times. The research will be guided by the qualitative paradigm, and we hope to contribute to the understanding and dissemination of how formative itineraries are being developed in schools, as well as promoting reflections on the possibilities of Modeling combined with teaching materials. We also aim at contributing so that teachers can use teaching materials in their classes, transforming them according to their contexts and making them allies to the teaching and learning processes, in particular in the development of formative itineraries through modeling. We also intend to collaborate with the training of students so that they have access to a liberating mathematics education, which aims at justice and social transformation. (AU)