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A interpretação de enunciados matemáticos e a resolução de problemas
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| 2.91 MB | Adobe PDF |
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Abstract(s)
Este trabalho incide na interpretação de enunciados e na resolução de problemas matemáticos.
Assim, o enquadramento teórico tomou em consideração as literacias da leitura e da matemática, tal como os dois tipos de escrita fonográfica e logográfica e a sua possível implicação na compreensão e interpretação de exercícios.
Dada a especificidade do estudo em questão, a metodologia assenta numa base qualitativa, apoiando-se fundamentalmente nas observações, na recolha e análise das produções escritas e nas entrevistas, realizadas a quatro alunos. Estes foram selecionados, numa turma de 21 alunos do 5º ano de escolaridade, de acordo com critérios de desempenho manifestado nas aulas. Nesta seleção foi importante tomar em conta alunos que fossem capazes de explicar o seu raciocínio, assim como reconhecerem as suas dificuldades.
A análise incidiu na resolução das três tarefas propostas e na transcrição das gravações em áudio das entrevistas realizadas.
As conclusões deste estudo revelam que: (i) o sucesso escolar em Matemática envolve competências específicas da Matemática assim como da Língua Portuguesa, pois a interpretação de enunciados exige um conhecimento da língua; (ii) a releitura de um texto é fundamental no desenvolvimento da interpretação do aluno; (iii) há fatores externos que interferem no processo de interpretação dos enunciados matemáticos e (iv) a reflexão sobre as práticas é muito importante.
This work focuses on the interpretation of statements and the resolution of mathematical problems. Therefore, the theoretical context has taken into account the reading and mathematics literacy as well as the two types of phonographic and logographic writing and their possible implication in the understanding and interpretation of exercises. Given the specificity of the study in question, the methodology settles on a qualitative basis, relying fundamentally on the observations, collection and analysis of written productions and interviews carried out with four students. These were selected from a fifth grade class of 21 students, according to performance criteria expressed in class. In this selection it was important to take into account students who were able to explain their reasoning, as well as recognize their difficulties. The analysis focused on the resolution of the three tasks proposed and the transcription of the audio recordings of the interviews. The conclusions of this study reveal that: (i) school success in Mathematics involves specific competences in Mathematics as well as in Portuguese Language, so the interpretation of statements requires a knowledge of the language; (ii) the re-reading of a text is fundamental in the development of the student's interpretation; (iii) there are external factors that interfere in the process of interpretation of mathematical statements and (iv) reflection on my pedagogical intervention is important.
This work focuses on the interpretation of statements and the resolution of mathematical problems. Therefore, the theoretical context has taken into account the reading and mathematics literacy as well as the two types of phonographic and logographic writing and their possible implication in the understanding and interpretation of exercises. Given the specificity of the study in question, the methodology settles on a qualitative basis, relying fundamentally on the observations, collection and analysis of written productions and interviews carried out with four students. These were selected from a fifth grade class of 21 students, according to performance criteria expressed in class. In this selection it was important to take into account students who were able to explain their reasoning, as well as recognize their difficulties. The analysis focused on the resolution of the three tasks proposed and the transcription of the audio recordings of the interviews. The conclusions of this study reveal that: (i) school success in Mathematics involves specific competences in Mathematics as well as in Portuguese Language, so the interpretation of statements requires a knowledge of the language; (ii) the re-reading of a text is fundamental in the development of the student's interpretation; (iii) there are external factors that interfere in the process of interpretation of mathematical statements and (iv) reflection on my pedagogical intervention is important.
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Keywords
Língua portuguesa Linguagem matemática Escrita logográfica Compreensão de enunciados Resolução de problemas Portuguese language Mathematical language Logographic writing Statements comprehension Problem resolution Relatório de projeto de investigação Relatório de estágio