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Abstract(s)
No âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, lecionada no 2.ºano do Mestrado em Ensino do 1.ºCiclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, foi realizado o presente Relatório Final. Na primeira parte do relatório, descreve-se, brevemente, as práticas pedagógicas desenvolvidas no 1.º e no 2.º Ciclo do Ensino Básico, bem como uma comparação crítica e reflexiva de ambas as práticas. Na segunda parte, apresenta-se a componente investigativa que se baseia na compreensão da influência do estabelecimento de conexões matemáticas nas aprendizagens dos alunos do 1.º ano de escolaridade. Neste sentido, foram elaboradas questões de investigação: (a) Que contributos traz o estabelecimento de conexões matemáticas para a consolidação de conteúdos já lecionados? (b) De que forma é que as conexões matemáticas promovem a aprendizagem de novos conhecimentos matemáticos? O estudo é de natureza qualitativa e, para a recolha de dados, privilegiaram-se a observação direta participante, os registos fotográficos, as notas de campo e as produções dos alunos. A análise dos dados recolhidos foi feita a partir da análise de conteúdo. Para a realização do presente estudo elaborou-se um pré-teste e um pós-teste, que tinham como objetivo avaliar os conhecimentos dos alunos antes e depois do desenvolvimento da investigação, respetivamente. Para além disto, foram desenvolvidas quatro atividades que concorriam para os objetivos trabalhados no pré-teste e no pós-teste. Os resultados obtidos evidenciam a melhoria na aprendizagem dos discentes, aquando do estabelecimento de conexões matemáticas, tanto entre conteúdos matemáticos e entre conteúdos matemáticos e de outras áreas, bem como entre conteúdos matemáticos e a realidade. Ademais, tornou-se evidente a influência do estabelecimento de conexões matemáticas para a consolidação de conteúdos e para a aquisição de novos conhecimentos.
In fulfillment of the requirements for the Supervised Teaching Practice II Curricular Unit, which is a component of the second year of the Master's Degree in Teaching, this Final Report has been prepared. The degree program in question is the first cycle of basic education and mathematics and natural sciences in the second cycle of basic education. The initial section of the report provides a concise overview of the pedagogical approaches that have been developed in the first and second cycles of basic education. It also presents a critical and reflective comparison of these two practices. The second part of the report presents the research component, which is based on an investigation into the impact of establishing mathematical connections on the learning of first-grade students. In this regard, research questions were formulated as follows: (a) What is the contribution of establishing mathematical connections to the consolidation of previously taught content? (b) In what ways do mathematical connections facilitate the acquisition of new mathematical knowledge? The study is qualitative in nature, and for the purposes of data collection, direct participant observation, photographic records, field notes, and student productions were employed. The data were subjected to content analysis. To assess the students' knowledge before and after the research, a pre-test and a post-test were developed, respectively. Furthermore, four activities were devised to address the objectives assessed in the pre-test and post-test. The findings indicate that students demonstrated enhanced learning outcomes when mathematical connections were established, encompassing both mathematical content and its interrelationship with other domains, as well as its integration with real-world contexts. Additionally, the impact of fostering mathematical connections on the consolidation of existing knowledge and the acquisition of new concepts was discernible.
In fulfillment of the requirements for the Supervised Teaching Practice II Curricular Unit, which is a component of the second year of the Master's Degree in Teaching, this Final Report has been prepared. The degree program in question is the first cycle of basic education and mathematics and natural sciences in the second cycle of basic education. The initial section of the report provides a concise overview of the pedagogical approaches that have been developed in the first and second cycles of basic education. It also presents a critical and reflective comparison of these two practices. The second part of the report presents the research component, which is based on an investigation into the impact of establishing mathematical connections on the learning of first-grade students. In this regard, research questions were formulated as follows: (a) What is the contribution of establishing mathematical connections to the consolidation of previously taught content? (b) In what ways do mathematical connections facilitate the acquisition of new mathematical knowledge? The study is qualitative in nature, and for the purposes of data collection, direct participant observation, photographic records, field notes, and student productions were employed. The data were subjected to content analysis. To assess the students' knowledge before and after the research, a pre-test and a post-test were developed, respectively. Furthermore, four activities were devised to address the objectives assessed in the pre-test and post-test. The findings indicate that students demonstrated enhanced learning outcomes when mathematical connections were established, encompassing both mathematical content and its interrelationship with other domains, as well as its integration with real-world contexts. Additionally, the impact of fostering mathematical connections on the consolidation of existing knowledge and the acquisition of new concepts was discernible.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de 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
Alunos Aprendizagem Conexões matemáticas Realidade 1.ºano Students Learning Mathematical connections Reality 1st grade
Citation
Carvalho, A. C. P. (2024). Conexões matemáticas: uma experiência numa turma de 1.ºano (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17880