MATHEMATICAL MODELING AND OMNILATERAL TRAINING – CASE STUDY ON THE MATHEMATICS TEACHING-LEARNING PROCESS IN INTEGRATED SECONDARY EDUCATION

Abstract

The objective of this article was to disseminate the results of a qualitative, exploratory research on the application of the mathematical modeling method in a public educational institution at the federal level in the state of Tocantins. Mathematics teachers from the institution participated in this research, who answered a questionnaire with 14 objective and subjective questions, made available through the Google form for data collection. The form link was released via WhatsApp. Scientific research was also carried out, made available in the Google Scholar  modeling and omnilateral training. Given the data collected, it was clear that this teaching method has the potential to improve the mathematics teaching-learning process, as well as developing database, academic repositories of universities and federal institutes, both on mathematical students' autonomy and criticality. It was also found that some teachers have already used the method in their classes and demonstrated positive points in student engagement, meaningful learning, application of the object of knowledge under study and the association of mandatory subjects from the common curriculum and technical subjects, favoring the interdisciplinarity necessary for professional and technological education.