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Abstract(s)
Este artigo enquadra-se numa experiência de formação com futuras professoras e educadoras do 2º ano de uma Licenciatura em Educação Básica, desenvolvida em Portugal, em que estas produziram justificações de generalizações num contexto de ensino exploratório. O estudo tem como objetivo compreender a forma como justificam generalizações sobre famílias de figuras geométricas. Os dados foram recolhidos por registros de áudio e vídeo e das produções escritas das formandas, focando-se nos argumentos usados para justificar generalizações sobre famílias de figuras. Na análise, mereceu especial atenção o tipo de argumentos, o seu grau de generalidade, as dificuldades manifestadas e os aspectos que promoveram a aprendizagem deste processo. Os resultados mostram que as formandas revelam algumas dificuldades em construir justificações, em parte pela incompreensão da natureza da justificação. Inicialmente manifestam dificuldades com o objeto de estudo (uma família de figuras em vez de uma figura única), e dificuldades na explicitação completa de argumentos e o seu discurso assenta, sobretudo, em casos particulares. A associação da justificação ao investigar o porquê da generalização, bem como a natureza e o desenho cuidadoso da tarefa e a interação na sala de aula podem potenciar a melhoria das justificações.
This article is part of a teacher education experience implemented in Portugal with future teachers and educators of the 2 nd year of a basic education degree , in which they have produced evidence of justifications of generalizations in a context of exploratory teaching. The study a ims to understand how they justify generalizations about families of geometric figures. Data were collected by audio and video records and from the participants’ written productions, focusing on arguments used to justify generalizations about families of f igures. In the analysis, special attention was given to the kind of arguments, its generality degree, the difficulties expressed and the aspects that have promoted the learning of this process. The results show that the participants had some difficulties i n building justifications, in part by the lack of understanding about the justification nature . Initially they expressed difficulties with the study object a family of figures instead of a unique figure) and difficulties in fully providing arguments and their discourse was mainly based on specific cases. The association of justification to investigate the g eneralization, as well as the nature and the careful task design and classroom interaction may promote the improvement of justifications.
This article is part of a teacher education experience implemented in Portugal with future teachers and educators of the 2 nd year of a basic education degree , in which they have produced evidence of justifications of generalizations in a context of exploratory teaching. The study a ims to understand how they justify generalizations about families of geometric figures. Data were collected by audio and video records and from the participants’ written productions, focusing on arguments used to justify generalizations about families of f igures. In the analysis, special attention was given to the kind of arguments, its generality degree, the difficulties expressed and the aspects that have promoted the learning of this process. The results show that the participants had some difficulties i n building justifications, in part by the lack of understanding about the justification nature . Initially they expressed difficulties with the study object a family of figures instead of a unique figure) and difficulties in fully providing arguments and their discourse was mainly based on specific cases. The association of justification to investigate the g eneralization, as well as the nature and the careful task design and classroom interaction may promote the improvement of justifications.
Description
Keywords
Geometria Raciocínio Justificação Generalização Formação inicial Geometry Reasoning Justification Generalization Preservcice teachers education
Citation
Brunheira, Lina, & Ponte, João Pedro da. (2019). Justificando Generalizações Geométricas na Formação Inicial de Professores dos Primeiros Anos. Bolema: Boletim de Educação Matemática, 33(63), 88-108. https://doi.org/10.1590/1980-4415v33n63a05