Mathematical Modelling as a formative itinerary propose on new high school: a possibility to the development of abilities and competences

Abstract

In this article, a formative itinerary propose in New High School using the Mathematical Modeling as a possibility to the development of abilities and competences is shown. As the National Curricular Guidelines for High School indicate, this new stage programming must be composed by a basic general formation (BNCC) and the formative itineraries. The formative itineraries are described by a set of situations and educational activities chosen by students, according to interest, to deepen and increase learning in one or more knowledge areas and in technical and professional instruction. In this context, The Mathematical Modeling is configured as a possibility of formative itinerary, focusing on deepening the learning in the mathematics and technologies area, in a way of articulating knowledge with other areas. Being a strategy that approach real world situations, it allows discussions about social questions, developing the critical thinking and it can be seen as a cooperative activity between teacher and student, based on mutual knowledge exchange. It also encourages mathematical applications and solving problems as a process to develop general and specific abilities and competences. The formative itinerary proposed by Mathematical Modeling indicated in this task is product of an experience made with students from a school located in Rio Grande do Sul. The coice of this approach happened because of the fact that Mathematical Modeling promoves the conexion between structuring axes, highlighted by the National Curriculum Guidelines for High School: the cientific investigation, because it deepens science concepts to understand ideas, phenomena and processes, expanding the abilities related to think and do science; the mediation and socialculture intervention at the moment the student discuss the results and prepare a critical analysis of the solutions presented by a constructed mathematical model. This implies students to deepen their knowledges about questions that affect life, being able to compreend the utilization of these in diferent contexts and situations. At the end of the itinerary, the creative procedures are evidenced in the elaboration of materials to share the results, as well in construction of final report, showing possibilities to increase abilities related to think and do creative. Living this itinerary, the student can expand the capacity to use knowledges of different areas to create personal or productive projects, linked to life programs. Therefore, the formative itinerary  involving the Mathemathical Modeling is configured as a viable project for the New High School, promoting the development of many skills and competences by the students during their journey.