MATHEMATICAL MODELING FROM THE PERSPECTIVE OF THE TEACHER TRAINING SUPERVISED CURRICULUM INTERNSHIP

Abstract

Mathematical Modeling in Teacher Education has been a recurrent theme in the field of Mathematics Education. In this scenario, this text admits the following question: what understandings are revealed about Mathematical Modeling by professors who train the Supervised Curricular Internship? In search of answers, this qualitative research according to the phenomenological approach analyzes the testimonies of nine teacher trainers who, in 2017, were responsible for the Supervised Curricular Internship in higher education public institutions in Paraná. The analysis of these testimonies revealed the emergence of three comprehensive networks that allowed us to expose the understandings about Mathematical Modeling manifested by teacher trainers who worked in the Supervised Curricular Internship, namely: Theoretical-methodological understandings about Mathematical Modeling; Understandings about the place of Mathematical Modeling as a training component; Understandings about Mathematical Modeling in the interface with scientific research. In the interpretative horizon, in general, these understandings influence the favoring or absence of Mathematical Modeling as a pedagogical practice, bringing implications to training in Mathematical Modeling.