Mathematical modeling in the initial years of Elementary School

Abstract

This article reports some procedures of an intervention research which focused on Mathematical Modeling in the Early Years of Elementary School. The research question - Which are the possibilities and limitations of an exploratory pedagogical practice carried out in a 5th year of Elementary School supported on Mathematical Modeling theoretical studies? - outlined the goals which were to assess contributions of educational practice in the critical reflection of students towards social issues; to promote the students’ ability to use Mathematics knowledge in other areas of knowledge and in everyday situations as well as to contribute for the dissemination of knowledge concerning Mathematical Modeling in the Early Years of Elementary School. Theoretical support is based on concepts and contributions of Biembengut and Hein (2005); Burak and Aragon (2012); Barbosa (2001, 2004); Silva and Barbosa (2011); and Silva, Barbosa and Oliveira (2013).  Mathematical contents emerged from students’ interest, confirmed through dialogs at the beginning of practice which occurred in March, April and May 2015 in a public school in the Taquari Valley Region - RS. The survey results focus on attention to students’ writing; use of different ways of thinking mathematically; and class improvement facing social issues discussed along the meetings.