CLASSROOM PRACTICES WITH CRITICAL MEANINGFUL MATHEMATICAL MODELING

Abstract

This research addresses the teaching strategy called Mathematical Modeling, together with the cognitive theory of Meaningful Learning and Critical Meaningful Learning, the latter known for considering students ‘prior knowledge and their critical views in class-room dialogue. Therefore, the objective was to understand Mathematical Modeling as a Meaningful and Critical Teaching and Learning method in the daily practices of students from the Settlement Rio Preto/TO. As a methodological design, a qualitative and case study approach, using a conceptual map, participant observation and interview to produce evidence, and the Pattern Combination for the analyses. As results pointed out, there is the identification of the possibility of correlating the strategy employed in conjunction with the theory, leading to meaningful and critical learning in the school environment.