Mathematical Modelling: an opportunity to the exercise of the reflexivity of Mathematics teacher

Abstract

The present article shows a discussion around the data achieved in a survey implemented in a group of Mathematics teachers of elementary and secondary school. The aim of this investigation was to point out the Mathematical Modelling potentialities addressed to the exercise of the teacher reflexivity. To the explanations of this research, we based on the orientations of the curriculum directives as to an education that promotes the formation of professionals capable of making decisions and the formation of analytical citizens. Thus, we understood that the Mathematical Modelling, by its peculiar characteristics, promotes the development of pedagogical practices that support a greater interaction between student and teacher, allowing a reflective practice to the teacher. This study was developed in three steps which contemplated: the observation of the involved teachers' lessons in their regular schedule, the development of the teachers continuing formation course with emphasis on Mathematical Modelling, and the observation of these teachers when they were developing Modelling activities along with their students. The Data were analyzed according to a characterization of reflective teacher built by means of Dewey (1933, 1979), Schön (1992, 2000), Zeichner (1993) e Alarcão (2010) texts.From the results achieved we highlighted that the Mathematical Modelling activity actions raise situations that encourage teachers to reflect on their own practices.