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A utilização de materiais manipuláveis na aprendizagem das frações no 3.º ano de escolaridade
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.33 MB | Adobe PDF |
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Abstract(s)
Este estudo foi conduzido durante o IV estágio do curso de Mestrado
em Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, realizado em um
contexto de 1.º Ciclo. Neste sentido, foi desenvolvida uma investigação que
tinha como objetivo geral o seguinte: Compreender como os materiais
manipuláveis podem contribuir para a aprendizagem das frações no 3.º ano
de escolaridade. No decurso deste objetivo foram definidas duas questões de
investigação, a saber: i) De que forma a utilização de materiais manipuláveis
pode promover a aprendizagem das frações? e ii) Quais as dificuldades
reveladas pelos alunos na aprendizagem das frações e como é que os materiais
manipuláveis ajudaram a ultrapassar essas dificuldades?
A metodologia adotada caracterizou-se pela sua natureza qualitativa
enquadrando-se numa investigação sobre a prática. Para a recolha de dados,
foram utilizados a observação participante não-estruturada, com registos em
áudio e fotografias, e a recolha documental. A análise de dados foi feita a
partir da análise de conteúdo, com categorias de análise.
Os resultados do estudo mostram que o uso de materiais manipuláveis
foi importante para a aprendizagem das frações, tornando conceitos abstratos
mais concretos e acessíveis aos alunos. Durante o meu projeto investigativo,
os alunos partilharam estratégias, corrigiram erros e desenvolveram
competências sociais e de autonomia. No entanto, também foram
identificados alguns desafios, nomeadamente, na compreensão da
equivalência de frações e na divisão da unidade em partes iguais. Mesmo com
suporte visual, a transição entre o raciocínio concreto e o abstrato exigiu
tempo e prática.
This study was conducted during the “Estágio IV”, a curricular unit of the Masters’ Degree in Preschool and Primary Education, within a Primary Education context. In this regard, a research project was developed with the general aim of understanding how manipulatives can contribute to the learning of fractions in the 3 rd grade. To achieve this goal, two research questions were defined: (i) How can the use of manipulatives promote the learning of fractions?, and (ii) What difficulties do students encounter in learning fractions and how can manipulatives help overcome these challenges? The methodology adopted was characterised by its qualitative nature, fitting within the framework of practice-based research. Data collection methods included unstructured participant observation, supported by audio recordings and photographs, and document collection. Data were analysed was carried out through content analysis using predefined analytical categories. The study's findings indicate that the use of manipulatives was significant for learning fractions, as it made abstract concepts more concrete and accessible to students. Throughout my research project, students shared strategies, corrected mistakes, and developed social and autonomy skills. However, certain challenges were identified, particularly in understanding fraction equivalence and dividing the whole into equal parts. Despite the visual support, the transition from concrete to abstract reasoning requires time and practice.
This study was conducted during the “Estágio IV”, a curricular unit of the Masters’ Degree in Preschool and Primary Education, within a Primary Education context. In this regard, a research project was developed with the general aim of understanding how manipulatives can contribute to the learning of fractions in the 3 rd grade. To achieve this goal, two research questions were defined: (i) How can the use of manipulatives promote the learning of fractions?, and (ii) What difficulties do students encounter in learning fractions and how can manipulatives help overcome these challenges? The methodology adopted was characterised by its qualitative nature, fitting within the framework of practice-based research. Data collection methods included unstructured participant observation, supported by audio recordings and photographs, and document collection. Data were analysed was carried out through content analysis using predefined analytical categories. The study's findings indicate that the use of manipulatives was significant for learning fractions, as it made abstract concepts more concrete and accessible to students. Throughout my research project, students shared strategies, corrected mistakes, and developed social and autonomy skills. However, certain challenges were identified, particularly in understanding fraction equivalence and dividing the whole into equal parts. Despite the visual support, the transition from concrete to abstract reasoning requires time and practice.
Description
Keywords
Materiais Manipuláveis Aprendizagem das Frações Ensino Exploratório Manipulatives Fraction Learning Exploratory Teaching