Repercussions of mathematical modelling education within the scope of a professional master’s degree for the practice of Basic Education teachers

In this paper we infer the repercussions of a mathematical modelling education within the scope of a professional master’s degree for the practice of Basic Education teachers. Our theoretical support is modelling as a pedagogical alternative for teaching Mathematics and directions related to teacher’s education, following three axes: learning about, learning through and teaching using modelling. The qualitative analysis of the responses from fourteen teachers to a questionnaire at the end of a Mathematical Modelling course was structured via a Tree of Idea Associations from which three categories referring to aspects of the repercussion of the course were highlighted: theoretical/conceptual aspects; didactic/pedagogical aspects; personal/social aspects. These categories revealed that the theoretical/conceptual, as well as the didactic/pedagogical aspects were directly related to the directions adopted in the discipline; the personal/social aspects were directed towards the treatment of teacher educators within the scope of the discipline.