INTERVENÇÕES DE PROFESSORES EM AMBIENTES DE MODELAGEM MATEMÁTICA: UM RELATO DE EXPERIÊNCIA

Abstract

This paper is an experience report and constitutes an exercise in reflection on how and when teachers’ interventions occur in Mathematical Modelling environments. We considered three studies from the research group Grupo de Estudo e Pesquisa em Educação Matemática, Modelagem e Tecnologias (GEPEMMTec), which proposed Mathematical Modelling environments in Basic Education. The studies are based on the Modelling perspectives proposed by Barbosa (2001) and Malheiros (2008). We considered excerpts from the teachers’ field notes as data, and following a qualitative approach, we identified teachers’ interventions and when they occured. Data analysis suggested the occurrence of four types of interventions. Three of them, according to Veronez & Castro (2018), are: questioning, clarification and suggestion. The fourth type we named as “non-intervention”. Besides, we observed that the interventions occurred: (i) when it was necessary to give a voice to students; (ii) to clarify some procedure; (iii) to clarify what kind of information was valid; (iv) when it was necessary to delimit and/or deepen the problem situation; (v) when students were in a “dead-lock”.