Pedagogical Actions of Reflective Mathematical Modelling

Abstract

In this chapter, pedagogical actions of reflective mathematical modelling are presented and discussed. These actions took place at Instituto Federal Catarinense – campus Rio do Sul, Santa Catarina, Brazil, with high school students undertaking technical courses in Agroecology and Agriculture. For development of reflective mathematical modelling, two environments were created, one in Scientific Initiation (i.e., Foundation Science) classes and the other one in mathematics classes. The latter occurred by means of reflective didactic transposition. Data analysis identified two categories of knowledge: mathematical and reflective. Results from a qualitative research study indicate that reflective mathematical modelling, promotes a critical interpretation of reality, aids in elaboration of mathematical concepts, and gives opportunity to develop human and social aspects.