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Advisor(s)
Abstract(s)
Nesta comunicação focamo-nos no trabalho realizado com base numa tarefa de organização e tratamento de dados, numa perspetiva de ensino exploratório, para compreender como é que o estudo de aula promove o desenvolvimento do conhecimento didático dos professores do 1.º ciclo envolvidos. Prestamos particular atenção à fase de escolha e preparação de uma tarefa para a aula de investigação, ao trabalho realizado em
sala de aula e à reflexão pós-aula. A investigação insere-se no paradigma interpretativo e segue uma abordagem qualitativa. As participantes são cinco professoras do 1.º ciclo e a primeira autora, que dinamizou o estudo de aula. Os dados foram recolhidos por observação participante pela primeira autora desta comunicação, com a elaboração de um diário de bordo, recolha documental e gravação áudio das sessões de trabalho e vídeo da aula assistida. Os resultados mostram que as professoras participantes valorizam o ensino
exploratório com tarefas desafiadoras e que reconhecem a importância de tirar partido de situações próximas da realidade dos alunos, usando tarefas matemáticas com significado, capazes de tornar as aprendizagens contextualizadas e transversais ao currículo. Na preparação da tarefa procuram antecipar dificuldades e introduzir adaptações que facilitem o trabalho dos alunos, sem diminuir o grau de dificuldade da tarefa. Na reflexão pós-aula consideram que as decisões tomadas na preparação da aula e a antecipação das
dificuldades dos alunos contribuíram para a eficácia na gestão da aula e valorizam a discussão e apresentação de estratégias no quadro. A opinião dos alunos manifestada no final da aula reforça a importância deste tipo de tarefas.
Abstract: In this communication, we focus on the work carried out based on a task of data organization and handling, from an exploratory teaching perspective, to understand how lesson study promotes the development of didactic knowledge of the teachers of 1st cycle involved. We pay particular attention to the phase of choosing and preparing a task for the research lesson, the work carried out in the classroom and post-lesson discussion. The investigation follows a qualitative approach and the interpretive paradigm. The participants are five teachers from the 1st cycle and the first author, who led the lesson study. Data were collected through participant observation by the first author of this communication, with the preparation of a logbook, document collection and audio recording of the work sessions and video of the assisted class. The results show that the participating teachers value exploratory teaching with challenging tasks and that they recognize the importance of taking advantage of situations close to the students’ reality, using mathematical tasks with meaning, capable of making learning contextualized and transversal to the curriculum. In preparing the task, they seek to anticipate difficulties and introduce adaptations that make the students’ work easier, without reducing the degree of difficulty of the task. In the post-lesson discussion, they consider that the decisions taken in the preparation of the lesson and the anticipation of students’ difficulties contributed to the effectiveness of lesson management. They also valued the discussion and presentation of strategies on the board. The students’ opinions expressed at the end of the lesson reinforce the importance of this type of task.
Abstract: In this communication, we focus on the work carried out based on a task of data organization and handling, from an exploratory teaching perspective, to understand how lesson study promotes the development of didactic knowledge of the teachers of 1st cycle involved. We pay particular attention to the phase of choosing and preparing a task for the research lesson, the work carried out in the classroom and post-lesson discussion. The investigation follows a qualitative approach and the interpretive paradigm. The participants are five teachers from the 1st cycle and the first author, who led the lesson study. Data were collected through participant observation by the first author of this communication, with the preparation of a logbook, document collection and audio recording of the work sessions and video of the assisted class. The results show that the participating teachers value exploratory teaching with challenging tasks and that they recognize the importance of taking advantage of situations close to the students’ reality, using mathematical tasks with meaning, capable of making learning contextualized and transversal to the curriculum. In preparing the task, they seek to anticipate difficulties and introduce adaptations that make the students’ work easier, without reducing the degree of difficulty of the task. In the post-lesson discussion, they consider that the decisions taken in the preparation of the lesson and the anticipation of students’ difficulties contributed to the effectiveness of lesson management. They also valued the discussion and presentation of strategies on the board. The students’ opinions expressed at the end of the lesson reinforce the importance of this type of task.
Description
Keywords
Conhecimento didático Estudo de aula Gestão curricular Organização e tratamento de dados Curriculum management Data organization and handling Didactic knowledge Lesson study
Citation
Souza, A., Rodrigues, M., & Ponte, J. P. (2021). Contributos de um estudo de aula para o conhecimento didático do professor do 1.º ciclo em Organização e Tratamento de Dados. Investigação em Educação Matemática 2021: Capacidades matemáticas Transversais, 93-107.