Pathways to a Problem Elaboration in the Context of a Mathematical Modeling Activity

Abstract

This qualitative research aims at investigating the elaboration path of a problem, based on a guide given by the professor of the Mathematical Modeling course of the Mathematic Licensure course, at a federal university. To this end, we sought to schematize and analyze the transcribed verbalization of a group formed by three Mathematics Licensure students, emphasizing the signs of the path taken to carry out the proposed activity. To support research analysis, the Modeling Problem Creation Path Scheme and the Interpretative Scheme were constructed. From the schemes, such categories emerged: C1 – The manifestation that the problem needs to consider necessarily and only the numerical data presented on the professor's guide; C2 – The idea that to create a problem, one needs to identify a mathematical content that “combines” with the situation information; C3 – The understanding of what is a mathematical exercise and what is a mathematical “problema”, particularly a “mathematical modeling problema”, and; C4 – The triggers that determine the change of direction in the path of problem elaboration. In the action of creating a problem that can be investigated, many components are involved, from the understanding of what would be a problem to the intensity of involvement that students have with the subject.

Palavras-chave
Mathematics Education; Modeling Problem; Inicial Teacher Formation