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A aprendizagem da multiplicação
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| 2.4 MB | Adobe PDF |
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Abstract(s)
Este estudo tem como objetivo compreender como lidam os alunos com tarefas de multiplicação, tendo em vista a sua resolução. Mais concretamente, pretende identificar e analisar as estratégias e procedimentos de cálculo utilizados pelos alunos na resolução de tarefas de multiplicação e eventuais dificuldades que revelam na resolução dessas tarefas.
A fundamentação teórica inclui quatro secções que discutem as seguintes temáticas: ensino e aprendizagem dos números e das operações, à luz das orientações curriculares; significado, componentes e desenvolvimento de sentido de número; significado e desenvolvimento de cálculo mental; e aprendizagem das operações aritméticas, nomeadamente da operação multiplicação.
Este estudo insere-se num paradigma interpretativo e segue uma abordagem qualitativa, sendo também uma investigação sobre a própria prática. Nele participam 21 alunos pertencentes a uma turma do 2.º ano de escolaridade.
Os dados foram recolhidos recorrendo à observação participante, à recolha documental, a conversas informais e à entrevista. A proposta pedagógica associada a este estudo incluiu a conceção/adaptação e exploração de quatro tarefas, todas elas visando a aprendizagem da multiplicação numa perspetiva de desenvolvimento de sentido de número, e o trabalho realizado em sala de aula tem como base as ideias subjacentes ao ensino exploratório.
Os resultados deste estudo revelam que: (i) os alunos utilizam alguma diversidade de estratégias e procedimentos de cálculo na resolução de tarefas de multiplicação; (ii) globalmente, ao longo da resolução das tarefas, há uma preferência dos alunos pelas estratégias aditivas; (iii) as dificuldades evidenciadas pelos alunos têm uma natureza distinta: existem dificuldades na compreensão dos enunciados, relativas ao desenvolvimento do sentido de número, à organização e apresentação dos registos, e à compreensão dos modos de pensar distintos dos seus.
The objective of this study is to understand how students deal with multiplication tasks aiming to their resolution. More specifically, it aims to identify and analyze the strategies and calculation procedures used by students when solving multiplication tasks and possible difficulties revealed in the solution of these tasks. The theoretical framework includes four sections that discuss the following themes: teaching and learning numbers and operations in the light of the curricular guidelines; meaning, components and number sense development; meaning; and development of mental calculation and arithmetic learning, in particular, the multiplication operation. This study is part of an interpretative paradigm following a qualitative approach and also an investigation into the practice itself. The study involves twenty-one second grade students belonging to a class. The data were collected using participant observation, documentary collection, informal conversations and interview. The pedagogical proposal, associated with this study, included the creation/adaptation and exploration of four tasks aiming to multiplication learning in a perspective of number sense development. The work done in the classroom was based on the ideas underlying the exploratory teaching. The results of the study revealed that: (i) the students use diverse strategies and calculation procedures when solving multiplication tasks; (ii) globally , over the resolution of the tasks , there is a preference of students for additive strategies; (iii) the difficulties revealed by the students are of different nature: there are difficulties in understanding the statements related to number sense development, organization and presentation of records and understanding other ways of thinking different from their own.
The objective of this study is to understand how students deal with multiplication tasks aiming to their resolution. More specifically, it aims to identify and analyze the strategies and calculation procedures used by students when solving multiplication tasks and possible difficulties revealed in the solution of these tasks. The theoretical framework includes four sections that discuss the following themes: teaching and learning numbers and operations in the light of the curricular guidelines; meaning, components and number sense development; meaning; and development of mental calculation and arithmetic learning, in particular, the multiplication operation. This study is part of an interpretative paradigm following a qualitative approach and also an investigation into the practice itself. The study involves twenty-one second grade students belonging to a class. The data were collected using participant observation, documentary collection, informal conversations and interview. The pedagogical proposal, associated with this study, included the creation/adaptation and exploration of four tasks aiming to multiplication learning in a perspective of number sense development. The work done in the classroom was based on the ideas underlying the exploratory teaching. The results of the study revealed that: (i) the students use diverse strategies and calculation procedures when solving multiplication tasks; (ii) globally , over the resolution of the tasks , there is a preference of students for additive strategies; (iii) the difficulties revealed by the students are of different nature: there are difficulties in understanding the statements related to number sense development, organization and presentation of records and understanding other ways of thinking different from their own.
Description
Keywords
Aprendizagem da multiplicação Sentido do número Estratégias e procedimentos de cálculo Dificuldades dos alunos Learning multiplication Number sense Strategies and calculation procedures Student's difficulties Relatório de projeto de investigação Relatório de estágio