MATHEMATICAL MODELING IN GEOMETRY EDUCATION: AN INVESTIGATIVE APPROACH BASED ON ENEM PROBLEMS
DOI:
https://doi.org/10.66104/26hec410Keywords:
Mathematical Modeling; Spatial Geometry; Mathematics Education; ENEM; Learning.Abstract
This article analyzes the contributions of Mathematical Modeling to the teaching of Solid Geometry, based on the adaptation of problems from the Brazilian National High School Exam (ENEM). The research, qualitative in nature and designed as a case study, was conducted with a third-year high school class in a public school. The pedagogical intervention was structured through a didactic sequence grounded in Mathematical Modeling, organized into the stages of problematization, mathematization, resolution, validation, and socialization. Data were collected from written records, constructed physical models, classroom observations, and student presentations, and were analyzed using Content Analysis. The results indicate that the use of mathematical models associated with experimental validation contributed to the development of spatial reasoning, mathematical argumentation, and the understanding of the limitations of theoretical models. The activities enabled students to establish connections between mathematical concepts and real-world situations, promoting more meaningful learning. It is concluded that, within the investigated context, Mathematical Modeling is a promising didactic strategy for teaching Geometry, as it integrates theory and practice and fosters the development of competencies aligned with the demands of large-scale assessments such as ENEM.
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Copyright (c) 2026 Antonio Marcos de Lima Miranda, Dr André Luiz Ferreira de Carvalho Melo, Dr Ezequias Matos Esteves
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