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Abstract(s)
O presente relatório foi desenvolvido no âmbito da Prática de Ensino Supervisionada II, do mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. Neste é feita uma breve descrição e análise crítica das práticas pedagógicas desenvolvidas no 1.º e no 2.º Ciclo do Ensino Básico e, é ainda apresentado, um estudo investigativo desenvolvido no 1.º Ciclo do Ensino Básico subordinado ao tema os contributos de uma Gallery Walk para promover a comunicação matemática.
O estudo desenvolvido decorre da pertinência do tema, do interesse pessoal da investigadora e da fragilidade detetada num grupo de 20 crianças do 4.º ano do 1.º Ciclo do Ensino Básico – a dificuldade e resistência em explicitar a forma como pensavam na resolução de determinada tarefa matemática, não tirando partido das potencialidades de explicar e justificar os seus raciocínios, bem como de argumentar, de questionar e de discutir.
Esta investigação visa perceber quais os contributos de uma Gallery Walk para potenciar as representações matemáticas e a argumentação e discussão matemática. Para o estudo optou-se por uma metodologia de natureza qualitativa, no âmbito da investigação-ação. A intervenção decorreu ao longo de cinco sessões, com a implementação de um problema da semana que os alunos deveriam resolver, apresentar num poster, analisar e tecer comentários ao poster dos colegas e por fim, apresentar e discutir com toda a turma.
Os resultados foram analisados com foco: (i) na classificação de representações matemáticas; (ii) no discurso matemático dos alunos durante a discussão; (iii) nos tipos de comentários aos posters. Foi notória a preocupação dos alunos na escolha do tipo de representação e na elaboração dos posters pelo facto de estes irem ser comentados pelos colegas. No momento das apresentações, desenrolaram-se discussões matemáticas em que os alunos explicaram e argumentaram sobre as suas estratégias tendo em vista os comentários colocados nos posters durante a Gallery Walk. Assim, é possível afirmar que a Gallery Walk potencia a utilização de representações matemáticas diversificadas e adequadas à tarefa e despoleta discussões matemáticas significativas, ou seja, é uma estratégia que favorece a comunicação matemática.
ABSTRACT This report was developed in the context of the curricular unit “Supervised Teaching Practice II”, included in a master’s degree in Education of the 1st cycle of Basic Education and in Mathematics and Natural Sciences of the 2nd cycle of Basic Education. In this report was done a brief description and critical analysis of the pedagogic practices developed in both 4th and 5th grades, and it is also presented a research study developed in a 4th grade class, focused on the contributions of a Gallery Walk to promote mathematical communication. The subject of this study was established by the relevance of the topic, personal interest of the researcher and the difficulties detected in a class of twenty children from the 4th grade – the difficulty in explaining their thinking in solving mathematical tasks. This way, the students didn’t benefit from the potentialities of explaining and justifying their reasoning, as well as to argue, to question and discuss mathematical ideas. This research aims to identify which are the contributes of a Gallery Walk to promote the mathematical representations and the mathematical argumentation and discussion. The study follows a qualitative methodology in the field of action-research. The intervention occurred during five sessions with the implementation of a weekly problem that the students should solve, present in a poster, analyse, make comments about the colleague’s posters and in the end present and discuss with the class. The data was analysed considering: (i) a classification of the mathematical representations; (ii) the mathematical discourse of the students during the collective discussion; (iii) the kind of comments they produced to their colleagues’ posters. The results show that the students chose carefully the type of representation they presented on the posters, especially because they were going to be commented by other students. In the final moment of the presentations, the students explained and argued about their strategies bearing in mind the comments raised in the posters during the Gallery Walk. Thus, it is possible to claim that a Gallery Walk enhances the use of diverse mathematical representations, appropriated to the task and, trigger significant mathematical discussion, in other words, it is a strategy that benefits the mathematical communication.
ABSTRACT This report was developed in the context of the curricular unit “Supervised Teaching Practice II”, included in a master’s degree in Education of the 1st cycle of Basic Education and in Mathematics and Natural Sciences of the 2nd cycle of Basic Education. In this report was done a brief description and critical analysis of the pedagogic practices developed in both 4th and 5th grades, and it is also presented a research study developed in a 4th grade class, focused on the contributions of a Gallery Walk to promote mathematical communication. The subject of this study was established by the relevance of the topic, personal interest of the researcher and the difficulties detected in a class of twenty children from the 4th grade – the difficulty in explaining their thinking in solving mathematical tasks. This way, the students didn’t benefit from the potentialities of explaining and justifying their reasoning, as well as to argue, to question and discuss mathematical ideas. This research aims to identify which are the contributes of a Gallery Walk to promote the mathematical representations and the mathematical argumentation and discussion. The study follows a qualitative methodology in the field of action-research. The intervention occurred during five sessions with the implementation of a weekly problem that the students should solve, present in a poster, analyse, make comments about the colleague’s posters and in the end present and discuss with the class. The data was analysed considering: (i) a classification of the mathematical representations; (ii) the mathematical discourse of the students during the collective discussion; (iii) the kind of comments they produced to their colleagues’ posters. The results show that the students chose carefully the type of representation they presented on the posters, especially because they were going to be commented by other students. In the final moment of the presentations, the students explained and argued about their strategies bearing in mind the comments raised in the posters during the Gallery Walk. Thus, it is possible to claim that a Gallery Walk enhances the use of diverse mathematical representations, appropriated to the task and, trigger significant mathematical discussion, in other words, it is a strategy that benefits the mathematical communication.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e apresentado à Escola Superior de Educação de Lisboa para obtenção do 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
Comunicação matemática Gallery Walk Representações matemáticas Discussão matemática. Mathematical communication Mathematical representations Mathematical discussion
Citation
Gamboa, J. I. C. (2019). Os contributos de uma Gallery Walk para promover a comunicação matemática (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10989
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa