The practice of mathematical modeling in the early formation of teachers: report and reflections

Abstract

Research on the practice of modeling in different levels of teaching has been receiving greater emphasis within the researcher community, especially when it comes to teacher training. Based on this observation and on a more comprehensive research for a Master’s degree, in which the main subject is the use of mathematical modeling in the early formation of teachers, this article inquiries into the practice of modeling by educators. Subsequently, it analyzes the report of a work developed with fifteen academic students from a mathematics course – teaching degree – in a private institution in the west of the State of Paraná. The report of this experience is limited to one activity developed by the group and was guided by the steps proposed by Burak (2004). The results and reflections demonstrated that the practice helped students to learn and recognize modeling as a methodology by means of its theoretical and practical specificities, accepting it as part of basic education. Furthermore, in spite of the fact that academic researchers are skeptical about the use of modeling, the discussion shifts to the necessity to discuss the current propositions for modeling training, as to make it noticeable in the formation process and possibly incorporate it in pedagogical actions.