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Abstract(s)
O presente documento surge no âmbito da unidade curricular de Prática de Ensino Supervisionada II (PES II), presente no plano de estudos do Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico, e relata uma intervenção pedagógica acompanhada de uma investigação.
A investigação teve como objetivo central compreender o papel da educação matemática crítica no desenvolvimento de competências matemáticas e democráticas. Pretendeu responder às seguintes questões: (i) até que ponto a análise crítica de situações do quotidiano promove o desenvolvimento de competências matemáticas? (ii) será que a análise crítica de situações do quotidiano promove o desenvolvimento de competências democráticas quer na sala de aula, quer na interação com a sociedade? (iii) será que o trabalho em projeto potencia competências matemáticas e democráticas?
O estudo seguiu um paradigma interpretativo. A recolha de dados recaiu em seis alunos que quiseram realizar o trabalho em projeto, pertencentes a uma turma de 3.º ano de escolaridade de uma instituição privada em Lisboa. Esta recolha realizou-se ao longo de quinze sessões, utilizando como técnicas a observação participante com registo áudio e vídeo. Por fim, realizaram-se entrevistas aos alunos individualmente e aos pais como forma de perceber o envolvimento dos intervenientes e dos pais, bem como a forma como foi percecionada a utilidade deste trabalho em projeto.
Os resultados apresentados sugerem o desenvolvimento, nos alunos, de competências matemáticas, ao envolverem-se em situações críticas do quotidiano, nomeadamente a utilização da proporcionalidade na comparação dos preços, a proficiência no domínio do algoritmo da adição e o desenvolvimento do sentido da grandeza absoluta dos números racionais. Contudo, este componente do sentido de número não foi mobilizado em situações de cálculo mental. Para além disso, foi visível um crescente desenvolvimento de competências democráticas quer na sala de aula, quer na interação com a sociedade, tendo em conta a estruturação da aprendizagem, ou seja o papel dos intervenientes e a forma como trabalharam em grupo no desenvolvimento do projeto, bem como o modo como discutiram o uso da matemática em situações do quotidiano.
A maioria dos objetivos do Projeto de Intervenção foram atingidos, sendo que o processo vivido ao longo da PES contribuiu fortemente para o meu crescimento pessoal e profissional.
ABSTRACT The present document emerges in the scope of Supervised Teaching Practice II (PES II) course and describes a pedagogical intervention and a research study. This course is part of the study plan in the 1st and 2nd Cycle of Basic Teaching Master’s. The central objective of the research study was to understand the role of critical mathematics education in the development of democratic and mathematical competencies. It intended to respond to the following questions: (i) to what extent the critical analysis of everyday situations promotes the development of mathematical competencies? (ii) can the critical analysis of everyday situations promote the development of democratic competencies in the classroom, as well as when interacting in society? (iii) can project work enhance democratic and mathematical competencies? The study followed an interpretive paradigm. Six 3rd grade students from a private institution in Lisbon, who wanted to work in the project, voluntarily participated in the study. Data was collected throughout fifteen sessions using techniques such as, participant’s observation where audio and video were recorded. Lastly, students and parents were individually interviewed to understand their involvement and how they perceived the utility of project work. Results suggest that critical analysis of everyday situations, namely the use of proportionality when comparing prices, the proficiency in the addition algorithm domain and the development of the sense of absolute magnitude of rational numbers, contributed to the development of mathematical competencies. However, this number sense component was not mobilized in mental calculus situations. Furthermore, the development of democratic competencies was also visible in the classroom and in interaction with society. This was a consequence of the role of the intervenients and the group work to develop the project, as well as the discussion of the use of mathematics in everyday situations. The majority of the objectives in the Intervention Project were achieved. The process experienced in PES strongly contributed for my personal and professional growth.
ABSTRACT The present document emerges in the scope of Supervised Teaching Practice II (PES II) course and describes a pedagogical intervention and a research study. This course is part of the study plan in the 1st and 2nd Cycle of Basic Teaching Master’s. The central objective of the research study was to understand the role of critical mathematics education in the development of democratic and mathematical competencies. It intended to respond to the following questions: (i) to what extent the critical analysis of everyday situations promotes the development of mathematical competencies? (ii) can the critical analysis of everyday situations promote the development of democratic competencies in the classroom, as well as when interacting in society? (iii) can project work enhance democratic and mathematical competencies? The study followed an interpretive paradigm. Six 3rd grade students from a private institution in Lisbon, who wanted to work in the project, voluntarily participated in the study. Data was collected throughout fifteen sessions using techniques such as, participant’s observation where audio and video were recorded. Lastly, students and parents were individually interviewed to understand their involvement and how they perceived the utility of project work. Results suggest that critical analysis of everyday situations, namely the use of proportionality when comparing prices, the proficiency in the addition algorithm domain and the development of the sense of absolute magnitude of rational numbers, contributed to the development of mathematical competencies. However, this number sense component was not mobilized in mental calculus situations. Furthermore, the development of democratic competencies was also visible in the classroom and in interaction with society. This was a consequence of the role of the intervenients and the group work to develop the project, as well as the discussion of the use of mathematics in everyday situations. The majority of the objectives in the Intervention Project were achieved. The process experienced in PES strongly contributed for my personal and professional growth.
Description
Relatório de estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico
Keywords
Educação matemática Trabalho em projeto Democracia Intervenção pedagógica Mathematics education Project work Democracy Pedagogical intervention