Modelagem na concepção da educação matemática nos anos iniciais: ações, interações, aprendizagens e suas contribuições para o desenvolvimento da criança

Abstract

This investigation aims to study Modeling practices in Mathematics Education with first-grade elementary students. The central question guiding this study is: What emerges from Modeling practices with first-grade students when we relate actions, interactions, and learning to multiple intelligences? The general objective is to understand these relationships, and among the specific objectives are:1. To identify interactions, actions, and learning, and to examine the importance of these elements in children's development based on Modeling practices in Mathematics Education in light of the BNCC (National Common Curricular Base); 2. To identify and examine the possible types of multiple intelligences fostered by Modeling practices in Mathematics Education; 3. To analyze how interactions, actions, and learning influence the teaching and learning process of Mathematics in the early years of schooling. The study is theoretically grounded in the concepts of Mathematics Education by William Higginson, in the assumptions of Mathematical Modeling according to Dionísio Burak, in Howard Gardner’s theory of Multiple Intelligences, and in the BNCC. This is a qualitative and interpretative investigation. The practices were carried out with 18 first-grade students from the Municipal Rural School Professora Leonor Santos, located in the community of Faxinal dos Quartins, a rural area of Palmeira-PR. The data collection related to the practices included student work, spontaneous comments, recordings, interviews, and a field diary. The total data collection period amounted to 20 hours. Data analysis was based on the methodological assumptions of Bogdan and Biklen (1994). The research allowed for a deeper understanding of how Modeling in Mathematics Education can foster student autonomy, as well as the development of communication, research, and critical thinking skills by promoting an environment of interaction and collaboration between children and teachers. Based on the collected data, we sought to understand how this child-centered teaching methodology can enable and relate actions, interactions, and learning with Multiple Intelligences. The results indicate that Modeling in Mathematics Education offers students the opportunity to develop, alongside peers and teachers, the autonomy and skills needed to communicate, be heard, research, question, hypothesize, and find answers to their inquiries. The interaction among participants—teachers and students—proved to be a powerful element in the development of activities and learning, encompassing both mathematical content and non-mathematical aspects related to thematic development. This fosters in students the development of actions that encourage critical and reflective thinking.