Phenomenological significance of experiences of Mathematics degree students when developing Mathematical Modeling activities with Digital Technologies

In the context of Mathematical Modeling research in Mathematics Education, theoretical perspectives seek to explain aspects of the subjects involved, however, there is a relative lack of understanding of the subject in its entirety. When working with Mathematical Modeling activities with Digital Technologies, we seek to investigate the subject considering their cognitive and critical-social aspects, constituted by experiences. Therefore, we ask: What experiences do students have when developing a Mathematical Modeling activity assisted by Digital Technologies? This question requires attention to the manifestations of experiences involved in the process of mathematical learning mediated by technology. We assume a phenomenological research stance, presenting the description, analysis and interpretation of four categories emerging from significant units. The analyzes showed that experiences need to be observed from the individual to the group, explaining the movement of knowledge constitution from the perspective of the person who is with the other and not of someone merely immersed in the group or technologies.