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Advisor(s)
Abstract(s)
O presente relatório advém da unidade curricular de Prática de Ensino Supervisionada II e resulta no relato de duas intervenções pedagógicas, bem como na apresentação do estudo realizado. As intervenções realizaram-se numa turma de 2.º ano do 1.º Ciclo do Ensino Básico e em duas turmas de 6.º ano do 2.º Ciclo do Ensino Básico. O estudo que aqui se apresenta foi realizado no 2.º Ciclo do Ensino Básico e procurou caraterizar a comunicação matemática escrita de duas turmas de 6.º ano.
Assim, através deste estudo pretendeu-se responder a três questões: (1) como se carateriza a comunicação matemática escrita dos alunos de duas turmas de 6.º ano no que diz respeito à correção? (2) como se carateriza a comunicação matemática escrita dos alunos de duas turmas de 6.º ano no que diz respeito à clareza?; (3) como se carateriza a comunicação matemática escrita dos alunos de duas turmas de 6.º ano no que diz respeito à argumentação?
Dado o paradigma interpretativo associado ao objetivo geral do estudo, a metodologia que se afigurou mais apropriada foi a de natureza qualitativa. Os dados foram obtidos através de uma recolha documental, que abarcou as resoluções de trinta e quatro alunos a quatro tarefas matemáticas realizadas em aula. Estas resoluções matemáticas foram alvo de análise documental, a fim de se analisar qualitativamente a sua correção, a clareza e a argumentação. Recorreu-se também ao cálculo de frequências com o intuito de quantificar os dados recolhidos, de forma a responder às questões já mencionadas.
Através dos resultados obtidos, foi possível concluir que os alunos evidenciaram um desempenho positivo na sua comunicação matemática escrita, nomeadamente por recorrerem à argumentação ao longo das suas resoluções. Entre as dimensões correção e clareza, foi na primeira que os alunos evidenciaram um melhor desempenho.
ABSTRACT This report emerges from the curricular unit of Supervised Teaching Practice II and results in the description of two pedagogical interventions, as well as in the presentation of a study. The interventions took place in a 2nd grade class of the 1st Cycle of Basic Education and in two classes of 6th grade of the 2nd Cycle of Basic Education. The study carried out in the 2nd Cycle of Basic Education with the purpose to characterize the written communication in Mathematics of two classes of 6th grade. Therefore, the present study tried to answer three questions: (1) how is characterized the written communication in Mathematics of two classes of the 6th grade with regard to the correction? (2) how is characterized the written communication in Mathematics of two classes of the 6th grade with regard to the clarity?; (3) how is characterized the written communication in Mathematics of two classes of the 6th grade with regard to the argumentation? Since the interpretive paradigm was associated to the main purpose of the study, qualitative methodology appeared to be more appropriate. The data were obtained through a documental collection, which included the resolutions of thirty-four students to four mathematical tasks performed in class. These mathematical resolutions were the object of a documental analysis, in order to qualify the correctness, clarity and argumentation. Frequency calculations were also used to quantify the data collected, in order to respond to the questions already mentioned. Based on the results, it was possible to conclude that the students evidenced a positive performance in their written communication in Mathematics, namely for appealing to arguments throughout their resolutions. Among the dimensions correction and clarity, it was in the first one that the students exhibited a better performance.
ABSTRACT This report emerges from the curricular unit of Supervised Teaching Practice II and results in the description of two pedagogical interventions, as well as in the presentation of a study. The interventions took place in a 2nd grade class of the 1st Cycle of Basic Education and in two classes of 6th grade of the 2nd Cycle of Basic Education. The study carried out in the 2nd Cycle of Basic Education with the purpose to characterize the written communication in Mathematics of two classes of 6th grade. Therefore, the present study tried to answer three questions: (1) how is characterized the written communication in Mathematics of two classes of the 6th grade with regard to the correction? (2) how is characterized the written communication in Mathematics of two classes of the 6th grade with regard to the clarity?; (3) how is characterized the written communication in Mathematics of two classes of the 6th grade with regard to the argumentation? Since the interpretive paradigm was associated to the main purpose of the study, qualitative methodology appeared to be more appropriate. The data were obtained through a documental collection, which included the resolutions of thirty-four students to four mathematical tasks performed in class. These mathematical resolutions were the object of a documental analysis, in order to qualify the correctness, clarity and argumentation. Frequency calculations were also used to quantify the data collected, in order to respond to the questions already mentioned. Based on the results, it was possible to conclude that the students evidenced a positive performance in their written communication in Mathematics, namely for appealing to arguments throughout their resolutions. Among the dimensions correction and clarity, it was in the first one that the students exhibited a better performance.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e 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 do 2.º Ciclo do Ensino Básico
Keywords
Comunicação matemática escrita Correção Clareza Argumentação Written communication in mathematics Correction Clarity Argumentation
Citation
Faria, F. B. A. (2019). A comunicação matemática escrita: um estudo no 6.º ano (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10945
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa