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Authors
Advisor(s)
Abstract(s)
O presente relatório foi produzido no âmbito da unidade curricular de “Prática de
Ensino Supervisionada II” referente ao Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino
Básico na Escola Superior de Educação de Lisboa e tem como objetivo relatar o trabalho
desenvolvido com uma turma do 3º ano do 1º ciclo do ensino básico durante quase dois
meses de prática.
Neste relatório são apresentadas por ordem (crono)lógica as diferentes fases
exigidas a uma intervenção de qualidade: as escolhas tomadas, a respetiva
fundamentação e reflexão crítica, os constrangimentos enfrentados e, finalmente, o
contributo de todo este processo na minha formação como professor e no meu futuro
profissional.
Além do que foi referido, este relatório contém uma componente de investigação
relacionada com os modelos utilizados pelos alunos na resolução de problemas que
envolvem números racionais na sua representação fracionária. Este estudo baseou-se
na rotina do 3ºA “Problema da Semana”, mais precisamente nas estratégias utilizadas
para a resolução dos problemas. Foram ainda realizados dois inquéritos de cariz
individual aos alunos, o primeiro no início da prática e o segundo no final. As resoluções
dos alunos foram analisadas de forma crítica com base no tipo de modelo utilizado.
Os resultados apontam para um equilíbrio entre o uso apenas do cálculo e o uso
de desenhos ou esquemas e que os modelos utilizados e o consequente sucesso da
aplicação dos mesmos depende imenso dos contextos dos problemas.
ABSTRACT The following report was produced within the curricular unit of "Supervised Teaching II" related to the Masters in Teaching 1.º and 2.º Primary School, taught by the School of Education of Lisbon, and its´ purpose is to describe the work developed with a 3rd. grade class of 1st. cycle of primary (basic?) education during a period of almost 2 months of practice. In this report, the different phases required for a quality intervention are presented in a (chrono)logical order. They are: the choices made, the respective substantiation and critical reflection, the constraints faced, and finally, the contribution of this whole process to my training to be a teacher and to my professional future. In addition to what has already been mentioned, this report has an investigative component related to the models used by the students to solve problems that involve rational numbers in their fractional representation. This study is based on the 3rd. grade - class A´s routine of "Problem of the Week", more precisely, the strategies used for solving the problems. There were also two surveys of an individual nature done to the students, the first one at the beginning of the practice, and the second at the end. The students´ solutions were analyzed in a critical form, based on the type of model used. The results indicate a balance between the use of calculus only and the use of drawings and schemes, and indicate also that the models used and their successful application, depends immensely on the contexts of the problems.
ABSTRACT The following report was produced within the curricular unit of "Supervised Teaching II" related to the Masters in Teaching 1.º and 2.º Primary School, taught by the School of Education of Lisbon, and its´ purpose is to describe the work developed with a 3rd. grade class of 1st. cycle of primary (basic?) education during a period of almost 2 months of practice. In this report, the different phases required for a quality intervention are presented in a (chrono)logical order. They are: the choices made, the respective substantiation and critical reflection, the constraints faced, and finally, the contribution of this whole process to my training to be a teacher and to my professional future. In addition to what has already been mentioned, this report has an investigative component related to the models used by the students to solve problems that involve rational numbers in their fractional representation. This study is based on the 3rd. grade - class A´s routine of "Problem of the Week", more precisely, the strategies used for solving the problems. There were also two surveys of an individual nature done to the students, the first one at the beginning of the practice, and the second at the end. The students´ solutions were analyzed in a critical form, based on the type of model used. The results indicate a balance between the use of calculus only and the use of drawings and schemes, and indicate also that the models used and their successful application, depends immensely on the contexts of the problems.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e do 2.º Ciclo do Ensino Básico
Keywords
Matemática Números racionais Frações Modelos Contextos Mathematic Rational numbers Fractions Models Contexts