The Estimate On A Bridge Calendar With Fermi Problems
DOI:
https://doi.org/10.5007/1981-1322.2021.e80405Keywords:
Antiguidade Tardia, historiografia, invasões bárbaras, visigodos, hunosAbstract
This article aims to present the result of the research project “MathBridges”, which explores the ability to solve estimation problems in everyday life, using a calendar of bridges around the world containing Fermi problems. Modeling is considered essential to understand real events and situations and estimation is a facilitator of this process, which allows students to deal with complex situations and content. The research carried out is of the exploratory type and the study sample consisted of a group of 30 students. The choice of the theme was made based on an international project carried out between two institutions: from Brazil, the Regional University of Blumenau, and from Germany, the University of Münster, in consortium with 10 other countries. Qualitative research identifies the potential of Fermi's problems in the development of modeling skills used in problem solving, in the discipline of Introduction to Physics, in the Physics course. The theoretical foundation is anchored in the resolution of Fermi's problems, which has the principle that estimating means making an approximate calculation about an amount or a quantity. The results of the study show that the use of Fermi's problems, which permeate the sciences, with a focus on logical-mathematical reasoning, develops modeling and helps students to be creative.
References
Almeida, L.W. Modelagem matemática na Educação Básica. – S. Paulo: Contexto, 2012.
Albarracín, L. & Gorgorió, N. (2014). Devising a plan to solve Fermi problems involving large numbers. Educational Studies in Mathematics, 86(1), 79–96.
Ärlebäck, J. B. (2009). On the use of realistic Fermi problems for introducing mathematical modelling in school. The Montana Mathematics Enthusiast, 6(3), 331–364.
Ärlebäck, J. B. (2011). Exploring the solving process of groups solving realistic Fermi problem from the perspective of the anthropological theory of didactics. In Proceedings of the 7th congress of the European Society f or Research in Mathematics Education (pp. 1010-1019). CERME: Rzeszów.
Bauhus, W, Harnack, A.; Schukajlow, S.; Rellensmann, J.; Hartmann, L-M; Schmelzer, M.; Henry, B.; Britz, T.; Schumacher, E.; Marschalek, R.; Denke, R. Z.; Helbingen, C.B.; Claure, C.D.Z.; Humenberger, H.; Fallas-Monge, J.J.; Silva, R.D.; Jupri, A.; Kageyama, K.; Ishibashi, I.; Pozos, O. A.; Rivera, I.; Voss, P.; Urrelo, H.E.P.; Chavez, G.; Karas, S.; Ruminska, M.; Sulitsa, O.; Romanchuck, V.; Tolmachev, Y. (2019) Mathbridges. https://www.uni-muenster.de/imperia/md/content/afo/news/afo-kalender_mathebruecken_web.pdf
Blum, W. & Leiss, D. (2007). How do students’ and teachers deal with modelling problems? In: C.Haines, P. Galbraith, W. Blum & S. Khan (Eds.), Mathematical Modelling: Education, Engineering and Economics. (pp. 222-231). Chichester, UK: Horwood Publishing.
Carlson, J. E. (1997). Fermi problems on gasoline consumption. The Physics Teacher, 35, 308-309.
D’Ambrosio, B. S. (1989). Como ensinar matemática hoje? Temas e debates: Sociedade Brasileira de Educação Matemática, Brasília, n.º 2, pp. 15-19, 1.
D’Ambrosio, U. (2005). Um Enfoque Transdisciplinar à Educação e à História da Matemática. BICUDO, Maria Aparecida Viggiani e BORBA, Marcelo de Carvalho (org). Educação Matemática, pesquisa em movimento. São Paulo: Cortez,
Doerr, H. & English, L. D. (2003). A modelling perspective on students’ mathematical reasoning about data. Journal for Research in Mathematics Education, 34(2), 110–136
Ferri, B. R. (2018). Leaning how to teach mathematical modeling in school and teacher education. Cham: Springer.
Fontanive, N. S.; Klein, R. & Rodrigues, S. S. (2012). Boas práticas docentes no ensino da Matemática. Estudos & Pesquisas Educacionais, 3, 195-277.
Giardinetto, J.R.B., (1999). Matemática Escolar e Matemática da Vida Cotidiana/ José Roberto Boettger. – Campinas, SP: Autores Associados. (Coleção polêmicas do nosso tempo: v.65).
Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22(13), 170-218.
Hildreth, D. J. (1983). The use of strategies in estimating measurements. Arithmetic Teacher, 30(5), 50–54
Jones, M. G., Gardner, G. E., Taylor, A. R., Forrester, J. H. & Andre, T. (2012). Students’ accuracy of measurement estimation: Context, units, and logical thinking. School Science and Mathematics, 112(3), 171–178.
Papert, S. (1980). LOGO: Computadores e Educação. São Paulo: Brasiliense.
Richardson, R. J. Pesquisa social: métodos e técnicas. São Paulo: Atlas, 1999.
Taylor, A. R., Jones, M. G. e Broadwell, B. (2009). Estimating linear size and scale: Body rulers. International Journal of Science Education, 31(11), 1495–1509.]
Segovia, I. y de Castro, C. (2013). La estimación y el sentido de la medida. In L. Rico, M. C. Cañadas, J. Gutiérrez, M. Molina e I. Segovia (Eds.), Investigación en Didáctica de la Matemática. Homenaje a Encarnación Castro (pp. 43-49). Granada, España: Comares.
Smoothey, M. (1998). Atividades e jogos com estimativas. Tradução: Quadros, S. Revisão técnica: D’Ambrósio, U. São Paulo: Scipione.
Schliemann, A.L.D. (1993). Na vida dez, na escola zero. 7. ed. São Paulo: Cortez.
Sriraman, B. & Knott, L. (2009). The Mathematics of Estimation: Possibilities for Interdisciplinary Pedagogy and Social Consciousness. Interchange: A Quarterly Review of Education, 40(2), 205-223.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Revista Eletrônica de Educação Matemática
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors hold the copyright and grant the journal the right for their articles' first publication, being their works simultaneously licensed under the Creative Commons Attribution License (CC BY), which allows the sharing of such works with its authorship acknowledged and its initial publication in this journal.
Authors are allowed to enter into separate additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or as a book chapter, with an acknowledgment of its initial publication in this journal).
