CONTRIBUTIONS OF MATHEMATICAL MODELING TO THE TEACHING–LEARNING PROCESS OF 5TH-GRADE ELEMENTARY SCHOOL STUDENTS IN A PUBLIC SCHOOL IN MANACAPURU/AM

Abstract

This article presents the results of a master’s dissertation in Educational Sciences on the contribution of mathematical modeling to the teaching–learning process of 5th-grade elementary school students (early years) in a public school in the municipality of Manacapuru/AM. The general objective was to analyze the effectiveness of the teaching method known as Mathematical Modeling, verifying whether this conceptual model is capable of contributing to the teaching–learning process of students at the school that is the focus of this research. This is a descriptive study, developed through a case study with a qualitative–quantitative approach. It was carried out in a public school located in Manacapuru/AM and involved approximately 40 fifth-grade students and 15 teachers, selected through convenience sampling (Gil, 2008). Data were collected through bibliographic research (Thompson, 1989), systematic classroom observation, the administration of questionnaires with open- and closed-ended questions (Fachin, 2006), the application of a diagnostic assessment followed by tabulation of results, and descriptive-analytical data analysis using graphs. The results indicate that the application of mathematical modeling proved effective when used as an approach in the teaching–learning process, as it allows students to act actively as critical thinkers in the construction of knowledge.