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Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da unidade curricular de Prática de Ensino Supervisionada II, pertencente ao conjunto de unidades curriculares do 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico.
O trabalho consiste na descrição e reflexão da prática ocorrida nos 1.º e 2º Ciclos do Ensino Básico, sendo apresentada uma descrição sobre os contextos de cada uma, as questões-problema formulados e os objetivos gerais da intervenção, tendo em conta as potencialidades e fragilidades de cada turma.
Este relatório descreve os resultados obtidos num estudo intitulado “Representações matemáticas utilizadas por alunos do 3.º ano do 1.º Ciclo do Ensino Básico”, cujo principal objetivo foi compreender as representações utilizadas por alunos do 3.º ano de escolaridade aquando da resolução de diferentes tipos de problemas. Com esse propósito foram elaboradas as seguintes questões problemáticas: (i) “Que representações são privilegiadas por alunos do 3.º ano de escolaridade na resolução de problemas matemáticas?” e (ii) “De que forma o tipo de problemas matemáticos influencia a escolha da representação utilizada por alunos do 3.º ano aquando da sua resolução?”.
A investigação privilegia uma metodologia qualitativa, seguindo um paradigma interpretativo, onde as metodologias de recolha de dados foram: a observação participante, a recolha documental e conversas informais com os participantes.
Os resultados obtidos, demonstram que os participantes deste estudo, alunos do 3.º ano de escolaridade, recorrem maioritariamente a representação simbólica matemática, encontrando-se apropriados de simbologia matemática para dar resposta aos problemas propostos. Já relativamente aos diferentes tipos de problemas, os resultados mostram que nos problemas de cálculo e nos problemas de processo, os alunos dão preferência à representação simbólica matemática, enquanto nos problemas abertos, os alunos demonstram utilizar uma maior variedade de representações, tendo sido privilegiadas as representações icónica e pictórica.
Abstract This report was created as part of the Supervised Teaching Practice II study unit, which belongs to the group of study units in the 2nd year of the master’s degree in teaching the 1st cycle of basic education and mathematics and natural sciences, 2nd cycle of basic education. This work consists in the description and reflexion of the practice develop in the contexts of 1st and 2nd Cycles of Basic Education, being presented a description about the contexts of each one, the identification of problem-questions and the general objectives of intervention, defined based on the potentialities and fragilities of each class. This report describes the data from the study “Mathematical representations used by 3rd grade, 1st cycle students of basic education”, the main purpose of which was to assess and understand the representations used by 3rd grade students. The following research questions were developed: (i) “What mathematical representations do third graders use when solving math problems?” and (ii) “In what way does the nature of math problems affect the choices students make when solving math problems in the chosen representations?”. The research was developed through a qualitative method based on an interpretive paradigm, where the methods used to collect the data were: participant observation, collection of students productions and informal discussions with the students. The data obtained in this study shows that the participants in this study, 3rd grade students, mainly use mathematical symbolic representation because they have already learned mathematical symbology to solve mathematical problems. Regarding the different types of problems, the data shows that in arithmetic problems and process problems, students mainly use mathematical symbolic representations, but in open-ended problems, students use a variety of types of representations, which are mainly iconic representation and pictorial representation.
Abstract This report was created as part of the Supervised Teaching Practice II study unit, which belongs to the group of study units in the 2nd year of the master’s degree in teaching the 1st cycle of basic education and mathematics and natural sciences, 2nd cycle of basic education. This work consists in the description and reflexion of the practice develop in the contexts of 1st and 2nd Cycles of Basic Education, being presented a description about the contexts of each one, the identification of problem-questions and the general objectives of intervention, defined based on the potentialities and fragilities of each class. This report describes the data from the study “Mathematical representations used by 3rd grade, 1st cycle students of basic education”, the main purpose of which was to assess and understand the representations used by 3rd grade students. The following research questions were developed: (i) “What mathematical representations do third graders use when solving math problems?” and (ii) “In what way does the nature of math problems affect the choices students make when solving math problems in the chosen representations?”. The research was developed through a qualitative method based on an interpretive paradigm, where the methods used to collect the data were: participant observation, collection of students productions and informal discussions with the students. The data obtained in this study shows that the participants in this study, 3rd grade students, mainly use mathematical symbolic representation because they have already learned mathematical symbology to solve mathematical problems. Regarding the different types of problems, the data shows that in arithmetic problems and process problems, students mainly use mathematical symbolic representations, but in open-ended problems, students use a variety of types of representations, which are mainly iconic representation and pictorial representation.
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
Problemas matemáticos Representações matemáticas Representação simbólica matemática Mathematical problems Mathematical representations Mathematical symbolic representations
Citation
Egipto, M. C. L. (2022). Resolução de problemas por alunos do 3.º ano: representações matemáticas (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15797