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Advisor(s)
Abstract(s)
A formação contínua enquanto processo de construção e desenvolvimento profissional
assente em práticas de investigação, envolvendo reflexão, experimentação e avaliação
de boas práticas, poderá ser essencial para dar resposta aos desafios decorrentes da
acentuada “mudança na natureza e exigência do serviço prestado pelo profissional de
ensino e pela instituição educativa” (Roldão, 1999, p. 99). Assim, apresenta-se um
percurso de investigação de caráter exploratório, no âmbito da compreensão das
dificuldades dos alunos na resolução de problemas matemáticos a partir da língua
portuguesa, realizado por quatro formandas da ação de formação contínua no domínio
do Português “Desenvolver competências em Língua Portuguesa” promovida pela
Escola Superior de Educação de Lisboa, no ano letivo 2012/2013. Dizer que os alunos
não conseguem resolver os problemas porque não sabem língua portuguesa é tão
dramático quanto redutor. Há uma relação de impregnação mútua entre a matemática
e a língua materna, pois a língua materna constitui-se um instrumento de
intermediação na construção de conceitos matemáticos. Nesse sentido, desenvolveuse
um trabalho investigativo com a finalidade de avaliar em que medida a língua
portuguesa coloca obstáculos na compreensão dos problemas matemáticos. Estiveram
envolvidos 48 alunos de quatro turmas do 2º ao 5º ano de escolaridade, com idades
compreendidas entre os 7 e os 14 anos de idade. Para desenvolver o estudo, optou-se
por um “corpus” constituído por enunciados de problemas de cálculo de dois passos
com predominância de estruturas passivas. A resolução dos problemas foi realizada
em díades, cujos alunos apresentavam diferentes níveis de desenvolvimento cognitivo. Os instrumentos de recolha de dados consubstanciaram-se em protocolos e na
observação participante com registos sobre as interações aluno-aluno e professoraluno
e a mediação estabelecida entre todos. A recolha de dados fez-se a dois níveis,
um mais direcionado para as questões da compreensão leitora linguísticas e outro no
domínio dos conceitos matemáticos. As dificuldades apresentadas pelos alunos não
incidiram propriamente nos enunciados com estruturas passivas mas sim no
enunciado com estrutura ativa, onde questões de natureza semântica e do
conhecimento do mundo impediram a resolução correta dos problemas. Foi ainda
possível identificar dificuldades relacionadas com o tipo de problemas apresentado,
dando origem a reflexões de caráter científico-pedagógico.
Abstract: Professional development and learning as a process of construction and development based on research practices involving reflection, experimentation and evaluation of good practices may be essential to meet the challenges arising from the sharp "change in the nature and the demands of the service provided by professional teaching staff and by the educational institution"62 (Roldão, 1999, p. 99 ).Thus, we present an exploratory research which regards the understanding (OR analysis) of students’ difficulties in solving mathematical problems arising from difficulties in the comprehension of the Portuguese language. The research was led by four participants of the professional training session "Developing skills in Portuguese Language" promoted by the institution “Escola Superior de Educação de Lisboa” (Higher School of Education, Lisbon), in the academic year of 2012/2013. Affirming that students cannot solve mathematical problems because they do not know Portuguese is as dramatic as reductionist. There is a relationship of mutual impregnation between mathematics and language because language is an instrument of mediation in the construction of mathematical concepts. Accordingly, the research work was developed in order to assess to what extent the Portuguese language might set obstacles in understanding mathematical problems.48 students of four classes from 2nd to 5th grade, between the ages of 7 and 14 were involved in the research study. A corpus consisting of two step math word problems with predominantly passive structures was chosen to develop the study. On behalf of the children the resolution of the problems was done in pairs built up by two students with different levels of cognitive development. The instruments for data collection used were protocols, participant observation records of the student-student and student-teacher interactions and mediation established among all. Data collection was done at two levels: at one level more focused on the issues of reading comprehension and at the other on what regards understanding mathematical concepts. The difficulties shown by the students did not exactly focus on word problems withholding passive structures but on the ones using an active structure, in which issues related to semantics and “knowledge of the world around” prevented the correct resolution of the problems. It was also possible to identify other difficulties related to the type of word problems presented to students, which gave rise to other reflections of scientific-pedagogical nature.
Abstract: Professional development and learning as a process of construction and development based on research practices involving reflection, experimentation and evaluation of good practices may be essential to meet the challenges arising from the sharp "change in the nature and the demands of the service provided by professional teaching staff and by the educational institution"62 (Roldão, 1999, p. 99 ).Thus, we present an exploratory research which regards the understanding (OR analysis) of students’ difficulties in solving mathematical problems arising from difficulties in the comprehension of the Portuguese language. The research was led by four participants of the professional training session "Developing skills in Portuguese Language" promoted by the institution “Escola Superior de Educação de Lisboa” (Higher School of Education, Lisbon), in the academic year of 2012/2013. Affirming that students cannot solve mathematical problems because they do not know Portuguese is as dramatic as reductionist. There is a relationship of mutual impregnation between mathematics and language because language is an instrument of mediation in the construction of mathematical concepts. Accordingly, the research work was developed in order to assess to what extent the Portuguese language might set obstacles in understanding mathematical problems.48 students of four classes from 2nd to 5th grade, between the ages of 7 and 14 were involved in the research study. A corpus consisting of two step math word problems with predominantly passive structures was chosen to develop the study. On behalf of the children the resolution of the problems was done in pairs built up by two students with different levels of cognitive development. The instruments for data collection used were protocols, participant observation records of the student-student and student-teacher interactions and mediation established among all. Data collection was done at two levels: at one level more focused on the issues of reading comprehension and at the other on what regards understanding mathematical concepts. The difficulties shown by the students did not exactly focus on word problems withholding passive structures but on the ones using an active structure, in which issues related to semantics and “knowledge of the world around” prevented the correct resolution of the problems. It was also possible to identify other difficulties related to the type of word problems presented to students, which gave rise to other reflections of scientific-pedagogical nature.
Description
Keywords
Práticas de ensino Língua portuguesa Resolução de problemas de matemática Desenvolvimento profissional Teaching practices Portuguese language Solving math problems Professional development
Pedagogical Context
Citation
Ribeiro, C., Cruz, F., Coelho, M., Fragoso, M. (2014). Compreensão na Leitura e Resolução de Problemas de Matemática. In C. Tomás & C. Gonçalves (Org.). VI Encontro do CIED - I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos (pp. 383-398). Lisboa: CIED
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa