| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 641.74 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Este artigo apresenta um estudo realizado no âmbito da Unidade Curricular de Prática de
Ensino Supervisionada do último ano do Mestrado em Ensino do 1.º e do 2.º Ciclo. A
investigação centra-se na fase de discussão das aulas de ensino exploratório da matemática, e
teve como objetivo analisar o modo mais proveitoso de selecionar e sequenciar as
apresentações dos alunos e conhecer o impacto desta fase no desenvolvimento da capacidade
de resolução de problemas dos alunos. O artigo foca-se na análise da forma como a professora
estagiária selecionou e sequenciou as resoluções dos alunos de uma tarefa envolvendo a
subtração com o suporte da reta numérica. Foi adotada uma metodologia de natureza
qualitativa, tendo sido usadas a observação participante e a análise documental como técnicas
de recolha de dados. A investigação permitiu concluir que (i) as discussões no ensino
exploratório da matemática foram cuidadosa e intencionalmente orientadas pela professora
estagiária, a qual selecionou as resoluções que permitissem esclarecer ideias matemáticas
importantes e sequenciou-as de modo a permitir que todos compreendessem o que era
discutido, e (ii) essa fase conduziu à sistematização das ideias, conceitos ou procedimentos
visados nos objetivos da aula. Por sua vez, os alunos foram levados a esclarecer
continuamente os seus conhecimentos intuitivos e a contribuir para a clarificação das ideias
dos pares, refletindo.
Abstract This article presents a study carried out under the Supervised Teaching Practice of the last year of the Master in Teaching in the 1st and 2nd Cycles of Basic Education. The research focuses on the discussion phase of the exploratory teaching classes in mathematics, and aimed to analyze the most profitable way to select and sequence the students' presentations and know the impact of this phase in the development of students' problem-solving ability. The article focuses on the analysis of how the trainee teacher selected and sequenced the resolutions of students in a task involving subtraction with the number line support. It was adopted a qualitative methodology and the data collection techniques were participant observation and document analysis. We concluded that (i) the discussions in exploratory teaching mathematics were carefully and deliberately targeted by the trainee teacher, which selected the resolutions to clarify important mathematical ideas and sequenced them in order to allow everyone understand what was discussed and (ii) this phase led to the systematization of ideas, concepts or procedures referred to in the lesson objectives. In turn, the students were taken to continually clarify their intuitive knowledge and to contribute to the clarification of ideas of their classmates, reflecting.
Abstract This article presents a study carried out under the Supervised Teaching Practice of the last year of the Master in Teaching in the 1st and 2nd Cycles of Basic Education. The research focuses on the discussion phase of the exploratory teaching classes in mathematics, and aimed to analyze the most profitable way to select and sequence the students' presentations and know the impact of this phase in the development of students' problem-solving ability. The article focuses on the analysis of how the trainee teacher selected and sequenced the resolutions of students in a task involving subtraction with the number line support. It was adopted a qualitative methodology and the data collection techniques were participant observation and document analysis. We concluded that (i) the discussions in exploratory teaching mathematics were carefully and deliberately targeted by the trainee teacher, which selected the resolutions to clarify important mathematical ideas and sequenced them in order to allow everyone understand what was discussed and (ii) this phase led to the systematization of ideas, concepts or procedures referred to in the lesson objectives. In turn, the students were taken to continually clarify their intuitive knowledge and to contribute to the clarification of ideas of their classmates, reflecting.
Description
Keywords
Ensino exploratório da matemática Discussão matemática Subtração Reta numérica Mathematics history History in comics Curriculum theories
Citation
Silva, R., & Rodrigues, M. (2016). A organização da discussão nas aulas de matemática na Prática de Ensino Supervisionada: Um estudo no 1.º ano de escolaridade. Educação e Fronteiras On-Line, 6(17), 114-131.