Banca de QUALIFICAÇÃO: KREMMELLIN BARBOSA DOS SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : KREMMELLIN BARBOSA DOS SANTOS
DATE: 29/01/2026
TIME: 14:00
LOCAL: https://meet.google.com/izs-taxa-qxn
TITLE:

Mathematical modeling of physical phenomena as a strategy for teaching infinitesimal calculus.

KEY WORDS:

Calculus Teaching; Mathematical Modeling; Digital Technologies; Theory of Conceptual Fields; Critical Mathematics Education; Teacher Education.

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research investigates the impact of a pedagogical workshop grounded in Mathematical Modeling and mediated by digital technologies on the learning of fundamental concepts of Differential and Integral Calculus in the context of pre-service mathematics teacher education. The study is theoretically anchored in the articulation between Vergnaud’s Theory of Conceptual Fields, Skovsmose’s Critical Mathematics Education, and the assumptions of Mathematical Modeling as a teaching and learning strategy. A qualitative, exploratory, and interpretive approach was adopted in order to understand the processes of meaning-making, the mobilization of cognitive schemes, and the conceptual shifts manifested by participants throughout the formative experience. The investigation was conducted with undergraduate students enrolled in the Mathematics Teacher Education program at the Federal Rural University of Rio de Janeiro, attending the Calculus I course, through the implementation of the workshop “Unveiling Calculus”, structured into three moments: (I) conceptual reconstruction of limits and derivatives; (II) exploration of the concept of integrals as area under the curve and as accumulation functions; and (III) integrated applications of derivatives and integrals in contextualized and investigative situations. Interactive applications developed using GeoGebra played a central mediating role, fostering the articulation among graphical, symbolic, and numerical representations. Data were generated through reflective portfolios, classroom interaction recordings, digital application records, collective discussions, written self-assessments, and the researcher’s field notes, and were analyzed according to principles of interpretive analysis and content analysis. The study is expected to contribute to the understanding of how investigative and critical approaches supported by digital technologies can promote meaningful learning of Calculus and the development of critical mathematical literacy in the education of future mathematics teachers.

COMMITTEE MEMBERS:
Interno - 1160735 - MOISES CENI DE ALMEIDA
Externa à Instituição - ALINE MENDES PENTEADO FARVES
Externa à Instituição - RENATA CARDOSO BARBOSA