Relationships between Mathematical Modelling and the Dialogue perspective in educational contexts

Abstract

It is possible to identify relationships between Mathematical Modeling and the perspective of dialogue present in practices and research in Mathematics Education. In this theoretical essay, the objective is to highlight relationships between constituent aspects of Mathematical Modeling and dialogue in literature. To this end, publications that address both topics were examined. We sought to establish relationships by seeking aspects in which the references are in line. The results indicate that there are consonances between Modelling and dialogue, regardless of the perspective adopted for the development of Modelling, expressing agreement and harmony. It is possible to find relationships in specific stages or even in the Modelling process as a whole. Emblematic expressions of these consonances are: investigation, problematization, production of collective knowledge, reflection on reality. The relationships are highlighted considering two meanings: “from dialogue to Modelling” and “from Modelling to dialogue”. These are, therefore, interrelations. Subsequently, we examined the relationships perceived from the development of Modelling in accordance with Critical Mathematical Education. The results also indicate that, when Modelling is developed from a socio-critical perspective, which has Critical Mathematical Education as its theoretical support, the consonances become even more evident . Emblematic expressions of these relationships are: democratic stances, trust, critical positions, citizenship, autonomy, transformative education, sociocultural role of mathematics, mathematical literacy, initiative, democratic school.