Experiências metacognitivas manifestas no fazer modelagem matemática de uma professora

Elida de Castro

doi:10.23925/2358-4122.73203

Authors

Elida de Castro Universidade Tecnológica Federal do Paraná

DOI:

https://doi.org/10.23925/2358-4122.73203

Keywords:

Mathematical Modeling, Metacognitive Experience, Teacher In Training

Abstract

This study focuses on answering the question: What relationships emerge between a preservice teacher's modeling and her metacognitive experiences? To this end, we consider the experiences of a Mathematics undergraduate student regarding the planning, execution, and reflective evaluation of mathematical modeling activities developed during an extension project. The data produced, consisting of audio transcripts, a final individual report, and an interview, were analyzed using Bardin's Content Analysis, using the constituent elements of metacognitive experiences proposed by Corrêa (2021) as a reference. The results indicated that the preservice teacher's metacognitive experiences emerged in an articulated manner at different moments of modeling, manifesting themselves in six elements: contexts, subjects, feelings, memory judgments, estimates, and task specificities. Furthermore, these relationships reveal that preservice teachers' perceptions are organized primarily around three dimensions: the evaluation of their own teaching choices, the consideration of choices based on students' needs, and the interpretation of students' experiences. These findings provide insights for planning training practices that integrate modeling with the development of metacognitive experience in undergraduate mathematics programs.

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