Resumo

SILVA, Karina Alessandra Pessoa da. Meaning for Mathematical Modelling evidenced in the planning of practice for the classroom. Rev. Ensino Ciênc. Mat. [online]. 2024, vol.15, n.2, a21. ISSN 2179-426X.  https://doi.org/10.26843/rencima.v15n2a21.

In this paper, we aim to highlight the attribution of meaning to Mathematical Modelling by teachers in continuing education when they plan a practice after experiencing learning about and learning through modelling. Our theoretical contribution is Mathematical Modelling as a pedagogical alternative and Peircean Semiotics, which deals with the meaning attributed to objects through the signs that represent them. Considering the need to address actions that allow the teaching of Mathematical Modelling, we focused on the planning a practice for the classroom by a pair of teachers in the Mathematical Modelling discipline of a Professional Master's Degree in Mathematics Teaching, in the year 2021. The analysis of the episode-duo and episode-sharing planning was guided by Grounded Theory. The analytical movement gave rise to four categories that revealed the attribution of meaning to Mathematical Modelling: considerations about the students, considerations about the mathematical content, considerations about the theme and considerations about the dynamics of practice.

Palavras-chave : Mathematics Education; Mathematical Modelling; Continuing Education; Peircean Semiotics; Basic Education.

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