Discussions about the use of mathematical modeling have revealed that some activities can meet the needs and interests of mathematical education of contemporary students. However, there are still concerns regarding the evaluation of students learning through these activities. Thus, we present results from a survey whose students participated in the development of mathematical modeling activities, and one year later, started the resolution of questions related to those previous activities. The research is associated with the Observatory of Education Program and presents reflections on the performance of 5th grade students from elementary school when answering questions from Brazil Test, an exam used by Anísio Teixeira National Institute for Educational Students and research (Inep) to calculate the Ideb. The results point to the potential of mathematical modeling to approach curriculum contents proposed by the PCN, and indicate student learning, particularly, in the early years of elementary school.
mathematics education; early years; mathematical modeling; Brazil Test; Ideb; Observatory of Education