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Advisor(s)
Abstract(s)
Este trabalho procura descrever e analisar de forma reflexiva o período de
intervenção decorrido nos contextos de 1.º e 2.º CEB. O presente estudo visa a análise
da ação pedagógica desenvolvida em contexto de estágio numa turma de 2.º ano do 1.º
Ciclo do Ensino Básico, onde foi realizada uma investigação que incide sobre a
influência do jogo no desenvolvimento do raciocínio matemático assim como no
desenvolvimento de competências que são transversais a outras Áreas Curriculares.
Deste modo, insere-se numa dinâmica formadora, contínua, que apresenta as
conclusões obtidas devidamente fundamentadas com vista à reflexão para uma
melhoria do processo de ensino-aprendizagem.
Para ser possível a realização deste estudo, foram selecionados dois jogos de
estratégia, a partir dos quais é possível analisar as jogadas, analisar o erro e que
implicam a tomada de decisão por parte dos intervenientes. Como tal, foram
implementados o Jogo dos Gatos & Cães (jogo de bloqueio) e o Jogo do Semáforo (jogo
de padrões), tendo sido realizadas três sessões de cada jogo entre quatro alunos
criteriosamente selecionados.
Para a avaliação dos resultados, foram analisadas as gravações realizadas
durante a implementação dos jogos tendo estas resultado em notas de campo que
facilitaram o preenchimento da grelha de evolução de desempenho dos alunos durante
os jogos. Para além disso, também foram tidos em consideração os questionários
colocados à turma relativamente à perceção que os alunos tinham em relação à
Matemática e aos jogos, antes e após a realização dos mesmos; assim como um
questionário específico, aplicado apenas aos participantes no estudo sobre os jogos
praticados.
Os resultados demonstram que os jogos matemáticos melhoraram a
predisposição dos alunos para a Matemática, não só dos elementos que intervieram no
estudo, como também na restante turma que, apesar de não ter participado diretamente
no processo, o observou de perto.
Abstract This work seeks to describe and analyze in a reflexive way the period of intervention elapsed in the contexts of the 1st and 2nd Cycles of Basic Education. The present study aims to analyze the pedagogical action developed with a class of 2nd grade of the 1st, where an investigation was carried out that focuses on the influence that the game has on development of mathematical reasoning as well as for the development of competencies that are transversal to other curricular areas. Thus, it is part of a continuous forming dynamic that presents the conclusions obtained duly substantiated with a view to the reflection for an improvement in the teaching-learning process. In order to achieve this study goals, two strategy games were selected, from which it is possible to analyze the plays, analyze the error and which imply decisionmaking by the interveners. As such, the game Gatos & Cães (lock game) and the game do Semáforo (game of patterns) were implemented, and three sessions of each game were held between four carefully selected students. For the evaluation of the results, the recordings performed during the implementation of the games were analyzed which resulted in field notes that facilitated the completion of the grid of performance evolution of the students during the games. In addition, the questionnaires submitted to the whole class regarding the perception of students regarding mathematics and games, before and after their realization, were also taken into account; as well as a specific questionnaire, applied only to the participants in the study on the games practiced. The results show that the mathematical games improved the predisposition of students to mathematics, not only of those elements that intervened in the study, but also in the remaining class who, despite not having participated directly in the process, observed it closely.
Abstract This work seeks to describe and analyze in a reflexive way the period of intervention elapsed in the contexts of the 1st and 2nd Cycles of Basic Education. The present study aims to analyze the pedagogical action developed with a class of 2nd grade of the 1st, where an investigation was carried out that focuses on the influence that the game has on development of mathematical reasoning as well as for the development of competencies that are transversal to other curricular areas. Thus, it is part of a continuous forming dynamic that presents the conclusions obtained duly substantiated with a view to the reflection for an improvement in the teaching-learning process. In order to achieve this study goals, two strategy games were selected, from which it is possible to analyze the plays, analyze the error and which imply decisionmaking by the interveners. As such, the game Gatos & Cães (lock game) and the game do Semáforo (game of patterns) were implemented, and three sessions of each game were held between four carefully selected students. For the evaluation of the results, the recordings performed during the implementation of the games were analyzed which resulted in field notes that facilitated the completion of the grid of performance evolution of the students during the games. In addition, the questionnaires submitted to the whole class regarding the perception of students regarding mathematics and games, before and after their realization, were also taken into account; as well as a specific questionnaire, applied only to the participants in the study on the games practiced. The results show that the mathematical games improved the predisposition of students to mathematics, not only of those elements that intervened in the study, but also in the remaining class who, despite not having participated directly in the process, observed it closely.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para
obtenção do grau de Mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática
e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Matemática Raciocínio Jogos de estratégia Predisposição dos alunos Mathematics Reasoning Games of strategy Students' predisposition
Citation
Borges, S. I. B. (2019). O jogo no desenvolvimento do raciocínio matemático (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/11006
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa