Diálogo e aprendizagem em Modelagem Matemática: uma análise dos atos da cooperação investigativa

Abstract

This article analyzes how dialogical acts emerge throughout a mathematical modeling environment and what influences they exert on the teaching and learning of mathematics. The study is grounded in the perspective of investigative cooperation proposed by Alrø and Skovsmose and adopts a qualitative research approach based on classroom observation. The empirical context comprises mathematics lessons conducted in a second-year high school class at a full-time public school. Data were produced through audiovisual recordings, field notes, and students’ written productions, and were organized into episodes for analytical purposes. The analysis focuses on dialogical acts manifested during the modeling activity. The results indicate that dialogical interactions foster shared responsibility, collective argumentation, respect for multiple perspectives, and the collaborative construction of investigative pathways. Furthermore, the findings highlight the mediating role of the teacher in sustaining dialogical interactions. It is concluded that the use of investigative scenarios in mathematical modeling can enhance the quality of mathematics learning and support more participatory classroom practices.