EXPERIENCING MODELING: AN ACCOUNT OF PRACTICE

Abstract

Teaching Spatial Geometry in basic education presents challenges linked to the abstract nature of the concepts and students' difficulty in connecting school mathematics with everyday situations. In this context, Mathematical Modeling has emerged as a pedagogical approach capable of bridging the gap between mathematical content and students' reality, fostering meaningful learning and the development of investigative thinking. This study aimed to analyze the contributions of Mathematical Modeling to learning Spatial Geometry concepts through the implementation of a teaching sequence based on problem situations inspired by questions from the National High School Exam (ENEM). The research is characterized as a qualitative account of practice, conducted with a 3rd-year high school class. During the activities, students worked in groups to investigate problems involving volume calculations and proportionality in geometric solids. The stages included developing mathematical models, constructing physical prototypes, and experimentally validating results using concrete materials—such as rice and ice cream—alongside measuring instruments. The results showed a correspondence between theoretical predictions and experimentally obtained data, indicating progress in understanding concepts of volume and proportionality, as well as in interpreting contextualized problems. It was also observed that the approach fostered student agency, collaborative work, and the development of investigative skills. The study concludes that Mathematical Modeling, combined with experimentation and contextualized problem-solving, serves as a promising pedagogical strategy for teaching Spatial Geometry, helping to make learning more meaningful and aligned with the competencies required in national assessments such as the ENEM.