Analysis of the perception of mathematical modelling in a continuing teacher education environment

Abstract

In this paper aims to highlight the perception of mathematical modelling revealed during a continuing teacher education environment. The reflections are based on mathematical modelling as a pedagogical alternative and on the theory of perception encompassed by Peircean semiotics. The qualitative analysis, structured via the Idea Association Tree, focused on the responses of a teacher, Dora, a participant in a continuing education environment organized around the axes of learning about modelling, learning through modelling, and teaching using modelling. The responses to the four questionnaires applied across the different teacher axes revealed that Dora's perception of mathematical modelling highlighted aspects related to the student as protagonist; the teacher's role as a guide; the search for relevant and interesting themes for students; the mathematical approach; and the specificities of the classroom environment. The results indicated that the structure of the teacher teacher environment aligned the perception of mathematical modelling with understandings present in the literature, suggesting possibilities for maintaining its configuration in future teacher environment.