MATHEMATICAL MODELING IN EDUCATION: THEORETICAL APPROACHES GUIDING PEDAGOGICAL PRACTICES

Abstract

Mathematical modeling in teaching should promote the active participation of students, establishing connections with pre-existing knowledge. This may include the application of already known models, the discussion of pertinent laws, or the analysis of variables. Thus, this article aims to address the contribution of mathematical modeling in education, considering the main theoretical approaches in force, namely, Burak's perspective, Bassanezi's constructs, and Biembengut's investigations. From the methodological point of view, this research is organized in the form of a bibliographic study that starts from content analysis and, at the same time, carries out a simultaneously descriptive and interpretative approach. The results indicate that when students can translate everyday situations, or those they conceive into mathematical language, they feel motivated to present solutions clearly, developing a more robust and effective education, which benefits them when entering the job market. It is concluded that the mathematical modeling of problem situations favors meaningful learning and contributes to the creation of environments that stimulate learning. Therefore, future investigations can address the significant learning of students in the aforementioned contexts or other educational environments, in addition to exploring how they interact with various technologies in modeling activities.