Palavras-chave
metacognition
metacognitive strategies
higher education
modelagem matemática
metacognição
estratégias metacognitivas
ensino superior
modelación matemática
metacognición
estrategias metacognitivas
educación superior
Como Citar
Resumo
O artigo tem como objetivo investigar potencialidades da modelagem matemática para promover estratégias metacognitivas. A investigação, de cunho qualitativo, se fundamenta em um quadro teórico e considera dados obtidos com estudantes de um curso de Licenciatura em Matemática, em uma universidade brasileira, durante os anos de 2020 e 2021. Os resultados indicam que essas estratégias se desencadeiam mediante as demandas das diferentes fases de uma atividade de modelagem caracterizadas como: inteiração, matematização, resolução, interpretação e validação; elaboração de um relatório e comunicação de resultados. Ainda, embora a metacognição seja um atributo pessoal, ela se manifestou tanto por meio de estratégias individuais quanto colaborativas. As atividades foram realizadas em dois momentos distintos de familiarização de um grupo de estudiantes com a modelagem e, embora não tenham havido diferenças na quantidade, há indicações de que na atividade do terceiro momento emergiram estratégias que podem ter contribuído mais para a performance do grupo relativamente à competência de fazer modelagem bem como para a sua performance matemática. A identificação de estratégias metacognitivas promovidas pelas demandas das atividades leva à conclusão de que nas circunstâncias em que foram desenvolvidas, constituem um exemplo de ambiente metacognitivamente rico.
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