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Authors
Advisor(s)
Abstract(s)
Este relatório encontra-se dividido em duas partes, sendo a primeira relativa à intervenção nos dois estágios realizados este ano, e a segunda relativa ao estudo desenvolvido. Torna-se gradualmente mais necessário que o ensino acompanhe a evolução do mundo e, para tal, é importante recorrer a novas tipologias/naturezas das tarefas realizadas em sala de aula. Neste sentido, o objeto deste estudo são as tarefas de exploração e o principal objetivo é compreender o impacto do ensino exploratório na aprendizagem de Relações e Regularidades em Matemática. Com base numa experiência em 2.º CEB, foram recolhidos dados de duas turmas do 6.º ano, pertencentes a uma escola TEIP. Neste estudo de natureza qualitativa, recorreu-se a documentos, observação e entrevista para a recolha de dados, e à análise de conteúdo para a análise dos mesmos. O estudo iniciou-se com a realização de um pré-teste, seguido de três tarefas de exploração, uma em cada semana e com base em conteúdos diferentes e finalizou-se com a realização de um pós-teste. É de referir que foram cumpridos os princípios éticos do processo de investigação. Ao comparar os resultados obtidos no pré-teste com os do pós-teste, é percetível a evolução dos alunos nos conteúdos trabalhados, tendo sido verificada uma maior evolução relativamente ao conteúdo “Sequências”. No entanto, houve alguns valores bastante baixos, pelo que se pensa que estejam relacionados com a relutância destes alunos para a aprendizagem. Em conformidade com outros estudos realizados, as tarefas de exploração tiveram um impacto positivo na aprendizagem e compreensão dos conteúdos trabalhados e, através da observação e dos comentários que os alunos iam fazendo ao longo da investigação, este tipo e natureza de tarefas aumentou a motivação dos alunos e também a confiança nas suas próprias capacidades, sendo estes aspetos bastante importantes para a aprendizagem, tornando os alunos mais predispostos para tal.
This report is divided into two parts, the first relating to the intervention in the two internships carried out this year, and the second relating to the developed study. It’s becoming gradually necessary for teaching to accompany the evolution of the world and, for that, it’s important to resort to new typologies/natures of the tasks used in the classroom. Therefore, this study’s object are exploration tasks and its main objective is to understand the impact of exploratory teaching on learning Relationships and Regularities in Mathematics. Based on an experience in the 2nd Cycle of Basic Education, data was collected from two 6th grade classes, belonging to a TEIP school. In this qualitative study, documents, observation and interviews were the techniques used to collect data and content analysis was the technique used to analyze them. The study began with a pre-test, followed by three exploration tasks, one each week and based on different contents, and ended with a post-test. It’s important to refer that the ethical principles of the research process were complied with. When comparing the results obtained in the pre-test with those in the post-test, it’s noticeable the evolution of the students in the learned contents, having been verified a greater evolution in relation to the content "Sequences". However, there were some very low values, which are thought to be related to these students' reluctance to learning. In accordance with other studies, the exploration tasks had a positive impact on the learning and understanding of the contents worked on and, through observation and students’ comments made throughout the investigation, this type and nature of tasks increased the students' motivation and also confidence in their own abilities, very important aspects for learning, making students more predisposed to it.
This report is divided into two parts, the first relating to the intervention in the two internships carried out this year, and the second relating to the developed study. It’s becoming gradually necessary for teaching to accompany the evolution of the world and, for that, it’s important to resort to new typologies/natures of the tasks used in the classroom. Therefore, this study’s object are exploration tasks and its main objective is to understand the impact of exploratory teaching on learning Relationships and Regularities in Mathematics. Based on an experience in the 2nd Cycle of Basic Education, data was collected from two 6th grade classes, belonging to a TEIP school. In this qualitative study, documents, observation and interviews were the techniques used to collect data and content analysis was the technique used to analyze them. The study began with a pre-test, followed by three exploration tasks, one each week and based on different contents, and ended with a post-test. It’s important to refer that the ethical principles of the research process were complied with. When comparing the results obtained in the pre-test with those in the post-test, it’s noticeable the evolution of the students in the learned contents, having been verified a greater evolution in relation to the content "Sequences". However, there were some very low values, which are thought to be related to these students' reluctance to learning. In accordance with other studies, the exploration tasks had a positive impact on the learning and understanding of the contents worked on and, through observation and students’ comments made throughout the investigation, this type and nature of tasks increased the students' motivation and also confidence in their own abilities, very important aspects for learning, making students more predisposed to it.
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
Ensino Exploratório Tarefas de exploração Relações e regularidades Razão Proporção e proporcionalidade direta Escalas Sequências Exploratory teaching Exploration tasks Relations and regularities Ratio Proportion and direct proportionality Scales Sequences
Citation
Patrício, R. A. C. (2023). O impacto do ensino exploratório na aprendizagem de relações e regularidades em matemática: uma experiência no 2.º ciclo (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16867