Abstract:
In this article we present some reflections on the trainees’ understanding of Mathematical Modeling in their supervised teaching practice. The research question (What do trainees who have had this experience understand about the insertion of Modeling in the supervised practice?) has caused us to carry out this qualitative study according to the phenomenological-hermeneutic approach, through which reflections have emerged from the viewpoint of the trainees on this insertion. We collected testimonials by trainees who lived the experience with Modeling in the supervised practice in a state university of Paraná, Brazil. In those testimonials we highlight units of meaning that - in a movement of convergence - created two clusters that enabled us to formulate the reflections presented here. This movement showed us that trainees recognize the benefits of Modeling in the context of the supervised practice as a methodological alternative, characterizing a relevant configuration to initial teacher education; however, they highlight obstacles for them to be able to carry out the supervised practice with Modeling.
Keywords:
Mathematical modeling; Supervised teaching practice; Teachers education