Mathematical Modeling in the perspective of Critical Mathematics Education and Rural Education: a few approaches

Abstract

This article brings results of a Master's Degree research and aims to present approximations between Mathematical Modeling (MM) from the perspective of Critical Mathematics Education (CME) and Field Education evidenced during the development of MM activities in a Senior Year High School class at a Country School in the countryside of Paraná. For this, we carried out qualitative research, based on the development of two MM activities, conducted by cases 2 and 3 indicated by Barbosa (2004). Data were collected remotely via the internet through observation, recorded using online tools, and analyzed according to the Textual Discursive Analysis of Moraes and Galiazzi (2011). The results show that MM from the perspective of CME made it possible to make connections with Rural Education, since it emerged, through dialogue, democratic discussions and critical reflections on economic, environmental, cultural, and social issues, awakening autonomy during the development of the activities, whose themes involved real situations articulated to the students’ context and knowledge.

Mathematical Modeling; Critical Mathematics Education; Rural Education