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Advisor(s)
Abstract(s)
O presente relatório foi desenvolvido no contexto da unidade curricular de Prática de Ensino Supervisionada II, integrada no 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB. Está estruturado em duas partes: a primeira, consta de uma descrição sintética da prática pedagógica desenvolvida no 1.º e 2.º CEB, e a segunda, compreende o estudo desenvolvido no contexto do 5.º ano do 2.º CEB, que decorreu no ano letivo de 2022/2023. O estudo tem como objetivo compreender de que forma o Estudo de Aula, na Prática de Ensino Supervisionada, contribuiu para a melhoria das aprendizagens dos alunos e para desenvolver boas práticas enquanto estagiária, num contexto de aprendizagem no 5.º ano envolvendo os números racionais. O estudo situa-se no paradigma interpretativo de natureza qualitativa e a técnica de recolha de dados consiste na observação participante com a recolha de notas de campo para o tratamento de dados, complementada por registos em fotografia e em vídeo, para captação das produções dos alunos e dos diálogos durante a discussão das tarefas. Os resultados da investigação permitiram evidenciar que o Estudo de Aula possibilitou aos alunos desenvolveram processos para a resolução de problemas, utilizando estratégias ligadas a contextos da realidade e a modelos matemáticos “de pensar” e “para pensar”, tendo sido predominante o uso de contextos da realidade. As etapas do Estudo de Aula contribuíram para melhorar a didática da professora estagiária, possibilitando-lhe prever a forma como os alunos interpretam os problemas e, assim, orientá-los para as aprendizagens.
This report was developed in the context of the Supervised Teaching Practice II curricular unit, part of the 2nd year of the Master's Degree in Teaching the 1st Cycle of Basic Education and Maths and Natural Sciences in the 2nd Cycle of Basic Education. It is structured in two parts: the first consists of a summary description of the pedagogical practice developed in the 1st and 2nd Cycle of Basic Education, and the second comprises the study developed in the context of the 5th year of the 2nd Cycle of Basic Education, which took place in the 2022/2023 school year. The study aims to understand how the lesson study, in the Supervised Teaching Practice, contributed to improving student learning and to developing good practices as a trainee, in a 5th grade learning context involving rational numbers. The study is based on the interpretative paradigm of a qualitative nature and the data collection technique consists of participant observation with the collection of field notes for data processing, complemented by photographic and video recordings to capture the students' productions and the dialogues during the discussion of the tasks. The results of the research show that the Lesson Study enabled the students to develop problem-solving processes, using strategies linked to real-life contexts and mathematical models "of thinking" and "for thinking", with the use of real-life contexts and with a higher success rate. The stages of the Lesson Study contributed to improving the trainee teacher's didactics, enabling her to predict how the students interpret the problems and thus guide them towards learning.
This report was developed in the context of the Supervised Teaching Practice II curricular unit, part of the 2nd year of the Master's Degree in Teaching the 1st Cycle of Basic Education and Maths and Natural Sciences in the 2nd Cycle of Basic Education. It is structured in two parts: the first consists of a summary description of the pedagogical practice developed in the 1st and 2nd Cycle of Basic Education, and the second comprises the study developed in the context of the 5th year of the 2nd Cycle of Basic Education, which took place in the 2022/2023 school year. The study aims to understand how the lesson study, in the Supervised Teaching Practice, contributed to improving student learning and to developing good practices as a trainee, in a 5th grade learning context involving rational numbers. The study is based on the interpretative paradigm of a qualitative nature and the data collection technique consists of participant observation with the collection of field notes for data processing, complemented by photographic and video recordings to capture the students' productions and the dialogues during the discussion of the tasks. The results of the research show that the Lesson Study enabled the students to develop problem-solving processes, using strategies linked to real-life contexts and mathematical models "of thinking" and "for thinking", with the use of real-life contexts and with a higher success rate. The stages of the Lesson Study contributed to improving the trainee teacher's didactics, enabling her to predict how the students interpret the problems and thus guide them towards learning.
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
Números racionais Estudo de aula Formação de professores Educação matemática realista. Rational numbers Lesson study Teacher training Realistic maths education
Citation
Simas, M. L. L. (2023). O contributo do estudo de aula na aprendizagem dos números racionais (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16915