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Abstract(s)
A ênfase colocada na realização de tarefas desafiantes responsabiliza o professor pela seleção, adaptação ou construção de tarefas que possam servir os propósitos de um ensino exploratório, considerando-as como oportunidades de aprendizagem oferecidas aos alunos. Neste texto analisamos as reflexões de 5 professoras
do 1.º ciclo, participantes num estudo de aula, a partir das quais procuramos compreender como é que analisam tarefas selecionadas, com o critério de serem desafiantes, a partir do ponto de vista das dificuldades dos alunos e das estratégias usadas. Os dados foram recolhidos por observação participante, com gravação áudio das sessões de trabalho, recolha documental e recurso a um diário de bordo. Os resultados apontam para a importância dos enunciados das tarefas e para a antecipação de dificuldades e de estratégias como
fatores determinantes no efeito da tarefa. Este processo também favoreceu a reflexão colaborativa sobre as aprendizagens dos alunos e, assim, estas professoras desenvolveram o seu conhecimento didático sobre a
escolha e adaptação de tarefas, fatores que contribuíram para o seu desenvolvimento profissional.
Abstract: The emphasis placed on performing challenging tasks makes the teacher responsible for the selection, adaptation or construction of tasks that can serve the purposes of exploratory teaching, considering them as learning opportunities offered to students. In this paper we analyze the reflections of 5 teachers from primary school, taking part in a lesson study, from which we seek to understand how they analyze tasks selected with the criterion of being challenging, from the point of view of students’ difficulties and the strategies used. Data were collected by participant observation, with audio recording of the work sessions, documentary collection and use of a logbook. The results point to the importance of the statements of the tasks and to anticipation difficulties and strategies as determining factors in the effect of the task. This process also favored collaborative reflection on students’ learning and, thus, these teachers developed their didactical knowledge about the choice and adaptation of tasks, factors that contributed to their professional development.
Abstract: The emphasis placed on performing challenging tasks makes the teacher responsible for the selection, adaptation or construction of tasks that can serve the purposes of exploratory teaching, considering them as learning opportunities offered to students. In this paper we analyze the reflections of 5 teachers from primary school, taking part in a lesson study, from which we seek to understand how they analyze tasks selected with the criterion of being challenging, from the point of view of students’ difficulties and the strategies used. Data were collected by participant observation, with audio recording of the work sessions, documentary collection and use of a logbook. The results point to the importance of the statements of the tasks and to anticipation difficulties and strategies as determining factors in the effect of the task. This process also favored collaborative reflection on students’ learning and, thus, these teachers developed their didactical knowledge about the choice and adaptation of tasks, factors that contributed to their professional development.
Description
Keywords
Tarefas Ensino exploratório Estudo de aula Desenvolvimento profissional Tasks Exploratory Teaching Lesson study Professional development
Citation
Souza, A., & Rodrigues, M. (2021). Práticas na aula de matemática: tarefas que desafiam. In S. Colaço, A. I. Silvestre, H. Jacinto, H. Pinto, L. Serrazina, & N. Branco (Eds.), Atas do XXXI Seminário de Investigação em Educação Matemática (pp. 274-285). Associação de Professores de Matemática.