OS TRÊS MUNDOS DA MATEMÁTICA, A MODELAÇÃO E O CONCEITO DE INTEGRAL

Abstract

This paper deals with a doctorate research that aimed to investigate how future mathematics’ teachers perceive the integral concept introduction made from a pedagogical practice based on Mathematical Modelling and on the Three Worlds of Mathematics theoretical framework. This research has a qualitative perspective and is characterized as case study. The research started with a pedagogical activity using Mathematical Modelling in a class of Calculus II, from a Mathematics teaching course in a higher education institution. Based on that experience, the students answered a questionnaire, whose subjective answers were analyzed using Discursive Textual Analysis. The results pointed out that the students could start the study of the concept of integral from the met-before coming from the Embodied Conceptual and Symbolic Operational worlds. Moreover, the students thought that embodied experiences give more meaning to the lessons and that an education construction that does not prioritize algebraic manipulations and formal definitions is able to create more motivation for learning, and might even become a source of inspiration for their subsequent professional action.