PROFESSIONAL DEVELOPMENT OF TEACHERS MOBILIZED BY MATHEMATICAL MODELING: A NARRATIVE IN FOCUS

Abstract

Research on the practice of mathematical modeling at different levels of education has been gaining space in investigations in the literature and, in this study, our attention refers to the narrative of a teacher, in which there are reflections arising from a first practice of modeling carried out in a class of 3rd year of a degree course in Mathematics. Having this teacher’s narrative as the focus of analysis, we undertook a qualitative study with the objective of highlighting, in the narrative of a teacher, elements associated with mathematical modeling that favor the professional development of the teacher. As a result, we highlight that the reflections made possible by the context of practice with mathematical modeling favored a revisiting of beliefs about teaching and about being a teacher. At the same time, it provoked a rethinking of her training process and brought to light aspects that, in some way, promoted the professional development of this teacher.