Mathematical modeling and a proposal of hypothetical learning trajectory

Abstract

In this paper, we present partial results of an investigation about the use of a Hypothetical Learning Trajectory (HLT) in the planning of actions to be implemented in the Mathematical Modeling activity in the classroom. The qualitative research had as study object the information collected in an implementation of the HLT performed with a group of Mathematics teachers and undergraduate students in Mathematics, participants of a short-term course. The specific objective of this work is to analyze the productions presented by the participants in an modeling activity specifically with respect to each of the phases of Modeling: Interaction, Mathematics, Resolution, Interpretation of Results and Validation, and to relate it to the previously elaborated HLT, observing with each of these phases what was hypothetically anticipated. As partial results, we infer that planning through an HLT can be configured as: an instrument of the theacher's work; a teacher formation strategy for teaching with Mathematical Modeling.