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Orientador(es)
Resumo(s)
O presente relatório surge no âmbito da unidade curricular Prática de Ensino Supervisionada II, descrevendo-se e analisando, na primeira parte, as práticas pedagógicas realizadas no 1.º e no 2.º Ciclos do Ensino Básico, e apresentando o estudo desenvolvido no 1.º Ciclo do Ensino Básico. No estudo apresentado, pretende-se compreender de que modo a resolução de problemas de matemática pode contribuir para o desenvolvimento do pensamento crítico. Para isso, estabeleceram-se três objetivos: 1. Caracterizar as práticas (da turma) quanto à resolução de problemas na sala de aula; 2. Definir e aplicar (um plano de intervenção) uma estratégia para o desenvolvimento do pensamento crítico através da resolução de problemas em matemática; 3. Observar e descrever os aspetos do pensamento crítico manifestados pelos alunos na resolução de problemas de matemática. Seguindo os princípios metodológicos da Investigação-Ação, durante a intervenção, desenvolveram-se quatro ciclos de investigação, cada um debruçou-se sobre um problema (A). Após a intervenção, foram aplicados quatro problemas B. A cada problema A correspondia um problema B. Os pares de problemas organizavam-se segundo a operação aritmética envolvida, divergindo nos seus contextos. Os resultados do estudo sugerem que a resolução de problemas constitui um momento propício para o desenvolvimento do pensamento crítico. Todavia, para tal, é importante que cada aluno utilize estratégias com sentido para si mesmo, se faça um trabalho contínuo de reflexão sobre os processos de resolução de problemas, se diversifique a tipologia de problemas apresentados.
The present study stems from within the scope of the curricular unit Supervised Teaching Practice II, describing and analysing, in an initial phase, the pedagogical practices carried out in the 1st and 2nd cycles of Basic Education, hereby presenting the study developed in the 1st Cycle of Basic Education. The present study intends to understand in which way mathematical problem solving may contribute to the development of critical thinking. For this purpose, three objectives were established: 1. To analyse the practices (of the class) regarding problem solving inside the classroom; 2. To determine and apply (an intervention plan) a strategy to critical thinking through mathematical problem solving; 3. To observe and describe the aspects of critical thinking expressed by the students in mathematical problem solving. Following the methodological principles of Action Research, during the intervention, four cycles of investigation were developed, each one focused on a type A problem.After the intervention, four type B problems were applied. Each type A problem would correspond to a type B problem. The pairs of problems were organised according to the arithmetic operation involved, differing in their contexts. The results of this study suggest that problem solving is a pivotal moment for the development of critical thinking. However, in order for this to occur, it is crucial that students utilize strategies that seem logical to themselves and engage in continuous reflection on problem-solving processes, while being exposed to a wide range of diversified problems.
The present study stems from within the scope of the curricular unit Supervised Teaching Practice II, describing and analysing, in an initial phase, the pedagogical practices carried out in the 1st and 2nd cycles of Basic Education, hereby presenting the study developed in the 1st Cycle of Basic Education. The present study intends to understand in which way mathematical problem solving may contribute to the development of critical thinking. For this purpose, three objectives were established: 1. To analyse the practices (of the class) regarding problem solving inside the classroom; 2. To determine and apply (an intervention plan) a strategy to critical thinking through mathematical problem solving; 3. To observe and describe the aspects of critical thinking expressed by the students in mathematical problem solving. Following the methodological principles of Action Research, during the intervention, four cycles of investigation were developed, each one focused on a type A problem.After the intervention, four type B problems were applied. Each type A problem would correspond to a type B problem. The pairs of problems were organised according to the arithmetic operation involved, differing in their contexts. The results of this study suggest that problem solving is a pivotal moment for the development of critical thinking. However, in order for this to occur, it is crucial that students utilize strategies that seem logical to themselves and engage in continuous reflection on problem-solving processes, while being exposed to a wide range of diversified problems.
Descrição
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
Palavras-chave
Pensamento crítico Resolução de problemas matemáticos Ensino básico Critical thinking Mathematical problem solving Basic education
Contexto Educativo
Citação
Guerreiro, M. L. S. (2025). Contributos da resolução de problemas de matemática para o desenvolvimento do pensamento crítico: um estudo sobre a prática numa turma de 4.º ano [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22918