MODELAGEM E EDUCAÇÃO INFANTIL: PERCEPÇÕES E AÇÕES DOS PROFESSORES

Abstract

This paper aims to investigate perceptions and actions manifested by teachers from child education in the development of mathematical modeling activities, particularly, when they are learning about mathematical modeling. Data collected in the development of a training workshop with five professors guide the analytical process through written records in the development of activities, responses to questionnaires and reflective reports. Supported by the methodological approach of Content Analysis, the discussion of results indicates that the group of professors, based on their experiences and considering the familiarization with mathematical modelling provided by the training workshop, manifest perception and actions when learning about mathematical modeling: recognize mathematical modelling as an alternative for teaching; knowing theoretical aspects of mathematical modeling; identify mathematical modelling characteristics; recognize and identify the phases and procedures through the development of a mathematical modelling activity; enable the teaching of mathematics in a playful way in Early Childhood Education; planning mathematical modelling activities for implementation in the Early Childhood Education classroom.