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Abstract(s)
O presente relatório surge no âmbito das intervenções pedagógicas realizadas numa turma de 2.º ano do 1.º Ciclo do Ensino Básico e em duas turmas de 6.º ano do 2.º Ciclo do Ensino Básico. Neste relatório, inclui-se também uma investigação realizada nas duas turmas de 6.º ano supramencionadas em que se pretende estudar quais são as Atitudes destes alunos para com a Matemática.
Neste sentido, pretende-se com este estudo conhecer as Atitudes dos alunos do 2.º ciclo para com a Matemática antes e após o período de intervenção, de modo a compará-las e a compreender que aspetos da intervenção podem ter influenciado eventuais mudanças de atitude. Para tal, optou-se por uma metodologia quantitativa, e como método de recolha de dados foram aplicados questionários antes e após o período de intervenção, assim como foram realizadas entrevistas aos alunos que mais diferenças mostraram entre estes períodos.
Ao analisar os dados recolhidos, foi possível verificar que os alunos destas turmas antes do período de intervenção tinham uma Atitude positiva para com a Matemática. Não obstante, no final do período de intervenção, embora não se tenha verificado uma diferença significativa na Atitude dos alunos para com a disciplina, em termos gerais o grupo evoluiu no que diz respeito a este domínio.
O principal aspeto referenciado pelos alunos para a diferença verificada nas suas atitudes prende-se com o facto de durante o período de intervenção estarem mais professoras presentes dentro da sala de aula, fornecendo mais apoio aos alunos. Por outro lado, outra das razões apontadas pelos alunos para esta evolução está relacionada com o tipo de atividades que foram desenvolvidas em sala de aula durante o período interventivo – atividades exploratórias com recurso a materiais manipuláveis – deste modo, os alunos afirmaram que este tipo de atividades representa uma motivação extra para que estes trabalhem a Matemática na sala de aula.
ABSTRACT This report is part of the pedagogical interventions carried out in a 2nd grade class in the 1st Cycle of Basic Education and in two classes of the 6th year of the 2nd Cycle of Basic Education. This report also includes an investigation carried out in the two classes of 6th year mentioned above in which it is intended to study the Attitudes of these students towards Mathematics. It is intended with this study to know the Attitudes of the students of the 2nd cycle towards Mathematics before and after the intervention period, in order to compare them and to understand which aspects of the intervention may have influenced eventual changes of attitude. To do this, a quantitative methodology was chosen, and as a method of data collection, questionnaires were applied before and after the intervention period, as well as interviews with the students who showed the greatest differences between these periods. When analyzing the collected data, it was possible to verify that the students of these classes before the period of intervention had a positive attitude towards Mathematics. However, at the end of the intervention period, although there was no significant difference in the Attitude of the students towards the discipline, in general terms the group evolved in this area. The main aspect that the students refer to the difference in their attitudes is that during the intervention period more teachers are present within the classroom, providing more support to the students. On the other hand, another of the reasons given by students for this evolution is related to the type of activities that were developed in the classroom during the intervention period - exploratory activities using manipulative materials - in this way, the students affirmed that this type of activities is an extra motivation for them to work on Mathematics in the classroom.
ABSTRACT This report is part of the pedagogical interventions carried out in a 2nd grade class in the 1st Cycle of Basic Education and in two classes of the 6th year of the 2nd Cycle of Basic Education. This report also includes an investigation carried out in the two classes of 6th year mentioned above in which it is intended to study the Attitudes of these students towards Mathematics. It is intended with this study to know the Attitudes of the students of the 2nd cycle towards Mathematics before and after the intervention period, in order to compare them and to understand which aspects of the intervention may have influenced eventual changes of attitude. To do this, a quantitative methodology was chosen, and as a method of data collection, questionnaires were applied before and after the intervention period, as well as interviews with the students who showed the greatest differences between these periods. When analyzing the collected data, it was possible to verify that the students of these classes before the period of intervention had a positive attitude towards Mathematics. However, at the end of the intervention period, although there was no significant difference in the Attitude of the students towards the discipline, in general terms the group evolved in this area. The main aspect that the students refer to the difference in their attitudes is that during the intervention period more teachers are present within the classroom, providing more support to the students. On the other hand, another of the reasons given by students for this evolution is related to the type of activities that were developed in the classroom during the intervention period - exploratory activities using manipulative materials - in this way, the students affirmed that this type of activities is an extra motivation for them to work on Mathematics in the classroom.
Description
Relatório de Estágio apresentado no âmbito da Prática de Ensino Supervisionada II apresentado à Escola Superior de Educação de Lisboa para a obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico
Keywords
Atitude para com a matemática Disposição emocional Perceção de competência Visão da matemática Atividades exploratórias Attitude towards mathematics Emotional arrangement Perception of personal skills Vision of mathematics Exploratory activities
Citation
Monteiro, S. A. A. (2018). Atitudes dos alunos de 2º ciclo para com a matemática (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9618