Mathematical modeling as a teaching methodology in youth and adult education

Abstract

This article provides a snapshot of the results of a master's research. The research aimed to verify how the Problem Resolution associated with Mathematical Modeling can contribute to the inclusion of students in the Mathematics classes of Youth and Adult Education. To this end, we sought to work with real situations that were capable of being assimilated and / or determined using mathematical modeling as a methodological alternative with the students of EJA, so that they can assign definitions to their use through contextualization. We tried to take into account the particularities of EJA students and their difficulties in getting used to the regular education system. For data analysis, Paulo Freire was used as a theoretical framework when discussing Youth and Adult Education, George Polya when working with Problem Solving and Maria Salett Biembegut to discuss the use of Mathematical Modeling. The methodology used was of a qualitative character when evaluating the phases of Mathematical Modeling, as it needed the look of the researcher and with the students as a teaching methodology. At the end of the research, it was evidenced that the Mathematical Modeling was a successful method worked with the students of the EJA, different from the traditional teaching, where the teacher verbalizes and the students only listen. Thus, in the Modeling and Problem Solving activities applied through the didactic sequence, it is possible to verify the effective possibility of dialogue between the teacher and the students promoting interaction and exchange of knowledge at the time of learning.