Use of teaching resources in Mathematical Modeling activities: an analysis of experience reports

This article seeks to identify the teaching resources evidenced in Mathematical Modeling activities and to verify in which situations they are inserted in the teaching planning. Indeed, the categories defined are planned resources and emerging resources. The qualitative, exploratory, bibliographic research was carried out in the proceedings of two congresses — Encontro Paranaense de Modelagem na Educação Matemática (EPMEM) e Conferência Nacional sobre Modelagem na Educação Matemática (CNMEM) — which have Mathematical Modeling as their publication choice, taking the experience reports. The results show that several means are used by teachers and, in most cases, planned, but, in some situations, they emerge from the need for investigation in the forwarding of activity by students, which, in this case, demands greater preparation from the teacher and more care in conducting Modeling activities.