| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 611.59 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Este artigo enquadra-se numa experiência de formação inicial com futuros professores e educadores. O objetivo é compreender de que forma as tarefas exploratórias podem contribuir para o desenvolvimento do raciocínio espacial e quais os processos de raciocínio que promovem. Os dados foram recolhidos por registos áudio e vídeo e a sua análise incidiu nos processos de construção, análise e transformação de modelos mentais e operações com modelos mentais. O estudo sugere que o tipo de tarefas propostas, os recursos e as interações na sala de aula são condições relevantes para a ativação destes processos. No que respeita às tarefas, a realização de contagens de elementos dos poliedros e o estabelecimento de relações e justificações revelam-se promotores dos processos de raciocínio espacial; o material manipulável é importante como suporte, mas a sua utilização deve ser limitada; e o contexto de trabalho colaborativo favorece a comunicação do raciocínio e a estruturação espacial.
Abstract This article reports a research concerning a prospective teacher education experiment. The aim of this study is to understand the contribution of exploratory tasks to the development of spatial reasoning and which are the processes of spatial reasoning promoted. Data was gathered from audio and video records and the analysis focused on the processes of constructing mental models, as well as inspecting, transforming and operating with mental models. The study suggests that the type of tasks, the physical models made available and the interactions in the classroom are relevant conditions to the activation of these processes. In respect to the tasks, the enumeration of elements of the polyhedra and the establishment of relations and justifications promote the processes of spatial reasoning; the physical models are important as a support, but its use should be limited; and the collaborative work context favours the communication of reasoning and the spatial structuring of objects.
Abstract This article reports a research concerning a prospective teacher education experiment. The aim of this study is to understand the contribution of exploratory tasks to the development of spatial reasoning and which are the processes of spatial reasoning promoted. Data was gathered from audio and video records and the analysis focused on the processes of constructing mental models, as well as inspecting, transforming and operating with mental models. The study suggests that the type of tasks, the physical models made available and the interactions in the classroom are relevant conditions to the activation of these processes. In respect to the tasks, the enumeration of elements of the polyhedra and the establishment of relations and justifications promote the processes of spatial reasoning; the physical models are important as a support, but its use should be limited; and the collaborative work context favours the communication of reasoning and the spatial structuring of objects.
Descrição
Palavras-chave
Raciocínio Formação inicial Geometria Poliedros Reasoning Preservice teacher education Geometry Polyhedra
Contexto Educativo
Citação
Brunheira, L., & Ponte, J. P. (2018). Desenvolvendo o raciocínio espacial na formação inicial de professores dos primeiros anos. Zetetiké, 26(3), 464-485. doi: http://dx.doi.org/10.20396/zet.v26i3.8652882
Editora
Universidade Estadual de Campinas, Faculdade de Educação