THE ARTICULATION BETWEEN TEACHING ENGINEERING AND MATHEMATICAL MODELING IN MATHEMATICS TEACHING

Abstract

This article analyzes the articulation between Didactic Engineering and Mathematical Modeling as a methodological possibility for teaching Mathematics guided by investigation and problematization. The study systematizes the foundations of the two perspectives, identifies convergences and differences and proposes a didactic-modeling organization to guide planning, experimentation and analysis of learning situations. A qualitative, bibliographical and theoretical-propositional approach is adopted, based on studies of Mathematics Education and conceptual systematization of the topic. The analysis indicates that Didactic Engineering structures the teacher's view of the teaching process, while Modeling expands the possibilities for investigating significant phenomena and problems. Articulation preserves the identity of each perspective and organizes situations in which students formulate questions, select data, develop hypotheses, mathematize phenomena, build models and interpret results. As a contribution, a didactic-modeling situation on electrical energy consumption is presented, organized by the four phases of Didactic Engineering. It is concluded that articulation can bring together mathematical knowledge, reality and teaching research, depending on planning, mediation and analysis of learning evidence.