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Authors
Advisor(s)
Abstract(s)
O presente relatório final reúne uma perspetiva global da prática pedagógica em
1.º Ciclo no âmbito da Prática de Ensino Supervisionada II. A partir da diagnose
realizada, foi possível aferir que os alunos apresentavam fragilidades ao nível do
domínio de competências de leitura, de escrita e de matemática, assim como ausência de
trocas de ideias, sendo os momentos de comunicação restringidos à explicitação de
resultados. Assim, os objetivos gerais delineados visaram a aquisição destas mesmas
competências, centrando-se o tema de investigação na Comunicação (em) Matemática
em sala de aula.
Ao longo da intervenção foi proposto um leque diversificado de metodologias,
modalidades e estratégias que contribuíram para a concretização do Plano de
Intervenção construído. Durante este período reforçaram-se as propostas de situações
matemáticas problemáticas, nas quais os alunos foram estimulados a expressar as suas
ideias recorrendo a diferentes tipos de linguagens e representações matemáticas,
permitindo compreender quais os fatores que influenciam o desempenho dos alunos.
Através de um conjunto de rotinas semanais e de atividades devidamente
planificadas e contextualizadas, foi possível nas primeiras semanas de intervenção
realizar uma diagnose mais exaustiva ao grupo de alunos, que posteriormente contribuiu
para melhorar e adaptar a prática pedagógica. No decorrer desta, foram recolhidos
diversos dados que permitiram avaliar as atividades através de um conjunto de
instrumentos adequados às diferentes tipologias de atividades. A observação direta
participante e as gravações áudio foram recursos cruciais aquando de atividades
específicas da temática investigativa, facilitando a sua leitura e análise.
A avaliação da intervenção permitiu constatar uma notória evolução dos alunos
face aos objetivos delineados. No que concerne à investigação verificou-se que os
alunos apresentam maior facilidade em comunicar oralmente do que por escrito, sendo
que aquando do último, adotam uma grande diversidade de representações. Foi também
possível verificar que as maiores dificuldades dos alunos prendem-se com a
interpretação de enunciados e a compreensão de conceitos/conteúdos específicos.
ABSTRACT This final report brings together a global perspective of the pedagogical practice in primary schools under the Supervised Teaching Practice II. From the performed diagnostic, it was possible to ascertain that students had weaknesses in the domain of reading, writing and mathematics skills, with no exchange of ideas, and the moments of communication were restricted to the explanation of results. Thus, the overall objectives outlined aimed to acquire these same skills, focusing on the topic of research on Communication (in) mathematics in the classroom. Throughout the intervention a diverse range of methodologies was proposed, as well as methods and strategies that contributed to achieving the Intervention Plan built. During this period, the proposals of mathematical problems situations were reinforced, in which students were encouraged to express their ideas using different types of languages and mathematical representations, allowing us to understand which factors influenced the students' performance. Through a series of weekly routines and properly planned and contextualized activities, it was possible in the first weeks of the intervention to conduct a more comprehensive diagnosis of a group of students, who later helped to improve and adapt their teaching pedagogical practice. During this process, several data were collected, allowing us to evaluate the activities through a range of appropriate activities for different types of instruments. Direct observation and audio recordings were crucial resources during specific activities of the researched topic, facilitating their reading and analysis. The intervention's assessment has revealed a remarkable evolution of students in view of the goals outlined. Regarding the investigation, it was found that it's easier for students to communicate orally instead of in writing, in which they adopt a wide variety of representations. It was also possible to see that the greatest difficulties of the students relate to the interpretation of utterances and to the understanding of concepts / specific content.
ABSTRACT This final report brings together a global perspective of the pedagogical practice in primary schools under the Supervised Teaching Practice II. From the performed diagnostic, it was possible to ascertain that students had weaknesses in the domain of reading, writing and mathematics skills, with no exchange of ideas, and the moments of communication were restricted to the explanation of results. Thus, the overall objectives outlined aimed to acquire these same skills, focusing on the topic of research on Communication (in) mathematics in the classroom. Throughout the intervention a diverse range of methodologies was proposed, as well as methods and strategies that contributed to achieving the Intervention Plan built. During this period, the proposals of mathematical problems situations were reinforced, in which students were encouraged to express their ideas using different types of languages and mathematical representations, allowing us to understand which factors influenced the students' performance. Through a series of weekly routines and properly planned and contextualized activities, it was possible in the first weeks of the intervention to conduct a more comprehensive diagnosis of a group of students, who later helped to improve and adapt their teaching pedagogical practice. During this process, several data were collected, allowing us to evaluate the activities through a range of appropriate activities for different types of instruments. Direct observation and audio recordings were crucial resources during specific activities of the researched topic, facilitating their reading and analysis. The intervention's assessment has revealed a remarkable evolution of students in view of the goals outlined. Regarding the investigation, it was found that it's easier for students to communicate orally instead of in writing, in which they adopt a wide variety of representations. It was also possible to see that the greatest difficulties of the students relate to the interpretation of utterances and to the understanding of concepts / specific content.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º e 2.º ciclo do Ensino Básico
Keywords
Comunicação matemática Representações matemáticas Papel do professor Communication mathématique Mathematical representations The teacher's role