A PERSPECTIVA SOCIOCULTURAL DA MODELAGEM MATEMÁTICA DURANTE A CONDUÇÃO DE TRILHAS DA MATEMÁTICA

Abstract

The math trail project can be considered as a pedagogical action that teachers can use to promote local mathematical practices so that students can perceive mathematical knowledge applied in tasks performed outside the classroom, at specific points in the streets of their town. Thus, the main objective of this article is to present and analyze mathematical modelling in its related sociocultural perspective as a methodological proposal focused on ethnomodelling, which seeks to assist students in reading their reality, aiming to guide them towards a better understanding of their surroundings through the use of these trails. This approach allowed for an in-depth interaction of the participants with the world itself. In this sense, exploratory qualitative research was conducted with former students and national and international researchers who developed and developed practices related to the math trails. Thus, through the triangulation of data and the use of methodological design adapted from the grounded theory, it was found that the mathematical modeling linked to the Mathematical Trails have pedagogical possibilities that can be applied in classrooms and help students to understand mathematics as a humanistic enterprise, as well as discovering its relevance in economics, politics, society, and culture so that they can mobilize the skills to help them understand the problems faced daily.