This article presents partial results of a survey conducted with senior undergraduate mathematics students at the State University of Northern Paraná. It composes part of a Professional Masters research project in the Teaching of Science and Technology at the Federal Technological University of Paraná, Ponta Grossa campus, focusing on the use of mathematical modeling as a teaching strategy and learning of Mathematics. Throughout the development of the activity, we could see the students' interaction with others and with the problem proposed, which portrayed a real situation and the (re)production of mathematical knowledge. Findings suggest that mathematical modeling, as a strategy for teaching and learning of mathematics, can contribute to the learning of mathematical concepts. A Pedagogical Handbook containing the activity was developed for use by other university-level teachers.
Mathematics Education; Mathematical Modeling; Adjustment Functions
