O uso da modelagem matemática como proposta de ensino de porcentagem no ensino médio integrado

Abstract

This work brings criticisms and suggestions about the teaching of mathematics, which happens, most of the time, in a traditional way, in which the contents are pre-defined where students are led to mechanically solve the exercises and work on memorization through formulas or sequences with the following steps: enunciation, demonstration and application. In this context, the objective of this research was to add resources to teachers and students, to improve the quality of teaching in professional and Technological Education and, in particular, the teaching of mathematics in Integrated High School, making a constructive criticism of the traditional method, with qualitative approaches, bringing a mathematical tendency. To this end, an analysis was made of the contributions of mathematical modeling to the curricular integration between Percentage and the technical course in IT. Through this research, a didactic sequence was constructed as an educational product. This sequence demonstrated how the curricular integration between Percentage and the technical course, carried out through mathematical modeling, can help students' learning and construction of knowledge. In this way, the work approaches mathematical modeling through field research with the core of the problem being the challenge of breaking barriers through more integrated mathematics classes in school institutions, based on the problem question: How does mathematical modeling associated with work as an educational principle can help in teaching a percentage of students in Integrated High School (EMI)? Faced with this challenge, the direct participation of students and teachers is essential, so that both face difficulties in the teaching-learning process, with didactic strategies more integrative, strengthening critical-reflective thinking, problematizing mathematical-scientific content in the specific training of students, seeking to articulate those fundamentals in a cohesive, focused way, aiming to insert students into the world of professionalization, anchored in the concept of integral training. As a result, it is concluded that mathematical modeling had positive responses in the application of activities with a theme within the social reality of both students and teachers, such as student interaction, autonomy in activities and creativity, thus providing meaningful learning, with more effective teaching. pleasant.