Mathematization in modeling Activities by Rural Education students from a Wittgensteinian perspective

Abstract

Rural Education faces unique challenges regarding access to educational resources and appropriate pedagogical methods. Thus, the objective of this research is to analyze how rural students mathematize Mathematical Modeling activities from a Wittgensteinian perspective. The theoretical framework includes Wittgenstein's philosophical assumptions and authors who address Mathematical Modeling in education. This is a qualitative study, of the participant research type, using participant observation techniques. Data were collected through written records, audio and video recordings, and a field diary with 15 students from a 9th-grade class at the Escola Municipal de Ensino Fundamental Gentil Cohen, located in the rural area of Itupiranga, Pará. A Mathematical Modeling activity of interest to the rural audience – the cultivation of açaí palm trees – was applied, encompassing the conceptualization of a modeling environment proposed by Barbosa. From the data analysis, two categories emerged: the first was the interpretation of the real-life situation and understanding of the problem, and the second was the articulation of the normative and descriptive use of mathematics in solving the problem. Finally, the results indicate that mastering the norms and structures of mathematics is fundamental to students' ability to mathematize in modeling activities and that students' capacity to interpret and correctly apply mathematical rules is directly related to their success in Mathematical Modeling activities. It is also suggested that further research be developed covering different contexts and cultures.