Perspective of School Teachers on the Insertion of Mathematical Modeling in BNCC

Authors

DOI:

https://doi.org/10.5752/P.2316-9451.2024v12n1p03-31

Keywords:

Mathematical modeling, BNCC, eachers who teach mathematics, Mathematical process, Methodological alternative

Abstract

In this article, we present the results of a survey that aimed to investigate the perceptions of teachers who teach Mathematics in Basic Education in relation to the presence of Mathematical Modeling in the National Common Curricular Base – BNCC.We used a qualitative approach to describe and interpret the information produced through an online questionnaire – Google Docs, answered by 40 teachers who teach Mathematics in 2022. We systematized the data through Content Analysis, which allowed us to create six Registration Units and two Analysis Categories. As results, we identified that 17.5% of teachers who teach Mathematics pointed out the superficiality of Mathematical Modeling at the BNCC and 82.5% highlighted that Mathematical Modeling is present in an evident and explicit way at the BNCC, as it is characterized as being a Mathematical Process, that is, a privileged methodological alternative to streamline teaching and improve Mathematics learning for students in Basic Education.

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Author Biographies

Márcio Urel Rodrigues, Universidade do Estado de Mato Grosso (UNEMAT)

Doutor em Educação Matemática pela Universidade Estadual Paulista – Unesp/Rio Claro/SP. Professor Adjunto, lotado na Faculdade de Ciências Exatas e Tecnológicas da Universidade do Estado de Mato Grosso (UNEMAT), Campus Barra do Bugres - MT. E-mail: marcio.rodrigues@unemat.br. ORCID: http://orcid.org/0000-0001-8932-3815

Acelmo de Jesus Brito, Universidade do Estado de Mato Grosso (UNEMAT)

Doutorando em Educação para Ciência e Matemática pelo Instituto Federal de Goiás – IFG/Jataí-GO. Professor lotado na Faculdade de Ciências Exatas e Tecnológicas da Universidade do Estado de Mato Grosso (UNEMAT), Campus Barra do Bugres - MT. E-mail: acelmo@unemat.br ORCID: https://orcid.org/0000-0001-6212-5093.

Luciano Duarte da Silva, Instituto Federal de Educação Ciências e Tecnologia – IFG/Goiânia/GO

Doutor em Educação Matemática pela Universidade Estadual Paulista – Unesp/Rio Claro/SP. Professor do Instituto Federal de Educação Ciências e Tecnologia – IFG/Goiânia/GO. E-mail: luciano.duarte@ifg.edu.br ORCID: https://orcid.org/0000-0003-4510-9053

William Vieira Gonçalves, Universidade do Estado de Mato Grosso (UNEMAT)

Doutor em Doutor em Educação para as Ciências pela UNESP – Bauru/SP. Professor Adjunto, lotado na Faculdade de Ciências Exatas e Tecnológicas da Universidade do Estado de Mato Grosso (UNEMAT), Campus Barra do Bugres - MT. E-mail: williamvieira@unemat.br ORCID: http://orcid.org/0000-0002-2596-0118

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Published

2024-06-01

How to Cite

RODRIGUES, Márcio Urel; BRITO, Acelmo de Jesus; SILVA, Luciano Duarte da; GONÇALVES, William Vieira. Perspective of School Teachers on the Insertion of Mathematical Modeling in BNCC. Abakós, Belo Horizonte, v. 12, n. 1, p. 03–31, 2024. DOI: 10.5752/P.2316-9451.2024v12n1p03-31. Disponível em: https://periodicos.pucminas.br/abakos/article/view/31711. Acesso em: 20 aug. 2025.

Issue

Vol. 12 No. 1 (2024)

Section

Artigos completos / Full papers

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