Competências STEAM em atividades de modelagem matemática na educação básica

Abstract

This research seeks to answer the following question: How can mathematical modeling activities promote STEAM competencies in 9th-grade students of Elementary Education? The theoretical framework guiding this investigation is grounded in mathematical modeling as a pedagogical alternative capable of integrating the areas of STEAM Education (Science, Technology, Engineering, Arts, and Mathematics), promoting contextualization across disciplines. This qualitative and interpretative study was conducted in 2025 with a 9th-grade class from a public school in the countryside of Paraná, Brazil. Three mathematical modeling activities were described and analyzed: the afforestation of Lago Dom Pedro Zilli, the feasibility of installing solar panels at the school, and activities based on themes chosen by the students themselves, which culminated in a STEAM-oriented fair. The data consisted of written records, digital productions, transcripts of students’ speeches, and observations made by the teacher-researcher, and were analyzed through Content Analysis. The analysis made it possible to identify the STEAM competencies mobilized during the different phases of the mathematical modeling cycle and to understand their articulation with competencies related to doing mathematical modeling. The results indicate that competencies such as critical thinking, communication, collaboration, and creativity were mobilized in an integrated manner throughout the activities, varying according to the cognitive demands of each phase and the students’ level of familiarity with mathematical modeling. The integration between mathematical modeling and STEAM Education also fostered student protagonism and the articulation of mathematical, scientific, and technological knowledge in the analysis of real-world problems. As a product of this research, a pedagogical booklet entitled Mathematical Modeling Activities for a STEAM Fair was developed, aiming to support Basic Education teachers in implementing investigative and interdisciplinary practices in the classroom.