An investigation on the take of awareness of elementary students in the development of Mathematical Modeling activities

Abstract

In this research, with a qualitative approach, we investigate the take of awareness of fifth and sixth grade students in elementary school while developing Mathematical Modeling activities. Associated with a conscious decision-making process, in this article, take of awareness is considered from a metacognitive perspective. Mathematical Modeling is considered within the scope of Mathematics Education. The question that guides the research is: What do fifth and sixth grade students of Elementary School manifest in relation to take of awareness of their ideas and their resolution steps when investigating a situation through Mathematical Modeling? Written records, audios and videos of the students' conversations while developing the activity constitute the research data. The study points out that take of awareness, in the context of Modeling activities, is manifested by students: given the need to revisit and monitor their own cognitive processes; due to mediation activities performed by another (teacher, student and/or activity); and due to the relationships it establishes with knowledge and experiences already lived by them. It also points out that in a Mathematical Modeling activity, when the student becomes aware of their ways of learning, they end up enhancing their learning, the relationships they establish between concepts, their ways of thinking and acting, as well as overcoming difficulties.