The teacher who develops mathematical modeling: a philosophical and epistemological understanding

Abstract

This article questions who the teacher is, in a philosophical-epistemological sense, who develops Mathematical Modeling in Mathematics Education. Contrary to what one might think, we are not looking for specific, superficial profiles, but to investigate in depth the aspects that constitute the pronoun who, which refers, in a primary sense, to what person. Thus, discussing these aspects requires admitting some dimensions of its constitution, such as the formative, professional, sociocultural, historical and epistemological context of the one who develops Mathematical Modeling in Mathematics Education. What is questioned by us can be written as follows: Who is this “who” that develops Mathematical Modeling in Mathematics Education? Here, specifically, we seek to reflect on the different philosophical dimensions involved in choosing the person who develops Modeling. To do so, we search for readings that shed light on the different ways of understanding this “who” and its different ways of showing itself. The main variants discussed in this article clarify the possibility of seeing the teacher as a subject, individual, person and citizen. From this opening, we can say that the arguments made here will foster discussions in the initial and continuing education of mathematics teachers and may contribute to the understanding of relevant aspects in the elaboration of proposals, models and/or programs for the formation of mathematics teachers.