Changing methodologies for better maths learning

This research aims to analyse the potential of the connection between Mathematical Modelling and constructivism and its contribution as a methodology in pedagogical practices in the classroom in the teaching-learning process in General Secondary Education (1st Cycle) at Matola Secondary School. This study came about as a result of the realisation that the pedagogical practices in place in the majority of schools do not respond to current social demands, as students are limited to receiving the knowledge transmitted by the teacher without criticising it, which compromises the quality of education and their skills. In view of this, the use of mathematical modelling combined with the constructivist approach contributes to an effective teaching practice, making students active, reflective, participative and capable of producing their own knowledge.

Autorentext

The author has a degree in Maths and Physics from the Pedagogical University - Maputo City, Mozambique. Master's Degree in Maths Education from the Pedagogical University - Maputo. PhD student in Education/Curriculum. Lecturer at Univ. Pedagógica and Univ. Unitiva teaching Basic Maths, Statistics I and II, Infinitesimal Calculus, Integral Calculus in Rn.