Questões sociocientíficas e inteligência artificial na modelagem do consumo: uma abordagem com funções polinomiais do primeiro grau

Abstract

ABSTRACT Mathematics learning continues to pose a challenge for many students due to the complexity of its concepts, the requirement for prior knowledge, and the predominance of pedagogical practices focused on the reproduction of procedures and symbolic manipulation. The study of first-degree polynomial functions is one of the mathematical topics with which students frequently experience difficulties. Therefore, the aim of this research is to analyze whether an instructional proposal grounded in Socioscientific Issues (SSI) can support the study of first-degree polynomial functions through the modeling of electricity and water consumption associated with the use of artificial intelligence (AI). To achieve this objective, the specific goals are: to understand the Science, Technology, Society, and Environment (STSE) context and the construction of an SSI-based teaching proposal; to investigate the difficulties related to the study of first-degree polynomial functions and first-degree polynomial equations; and, finally, to develop an SSI proposal involving AI. In this context, the study was grounded in the Science, Technology, Society, and Environment (STSE) approach, articulated with Socioscientific Issues (SSI), as both provide an alternative framework for promoting more contextualized and meaningful learning. This qualitative research was conducted based on the principles of bibliographic research, drawing on the analysis of scientific publications related to the investigated topic. Furthermore, the proposed SSI-based instructional framework was subjected to peer validation in order to refine and improve the proposal. The results obtained from the validation process indicate that the developed SSI proposal sought to foster critical thinking, argumentation skills, and evidence-based decision-making, while also expanding students’ understanding of the usefulness of Mathematics in interpreting and solving contemporary challenges. Additionally, it enabled multiple approaches to the study of first-degree polynomial functions and equations. Thus, the integration of mathematical content, the STSE perspective, and Socioscientific Issues contributes to a more critical, participatory, and citizenship-oriented education. Keywords: mathematics; socioscientific issues (SSI); First-Degree polynomial functions; equations; artificial Intelligence.