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Prática de questões-aula numa perspetiva de avaliação formativa em matemática
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| 3.16 MB | Adobe PDF |
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Abstract(s)
O presente estudo pretende dar resposta à questão De que forma a prática de questões-aula, numa perspetiva de avaliação formativa, contribui para a identificação e superação de dificuldades dos alunos do 1º Ciclo do Ensino Básico (1CEB) na área da Matemática? É seguida uma abordagem qualitativa, inserindo-se numa perspetiva de investigação-ação. Para a recolha dos dados foram utilizadas técnicas de observação participante e de análise documental. No estudo participei no papel de professora estagiária em conjunto com 26 alunos do 2.º ano do 1.ºCEB, outra professora estagiária e a professora cooperante.
De forma a procurar a resposta à pergunta inicial recorreu-se à prática de questões-aula, numa perspetiva formativa. As questões-aula são constituídas por um conjunto de perguntas que visa a consolidação dos conhecimentos desenvolvidos, no caso, da área da Matemática. Relativamente à sua utilização, as questões-aula foram entregues, em papel, aos alunos no final de aulas de Matemática. O uso deste instrumento de avaliação divide-se em três fases: a resolução por parte dos alunos; a análise e atribuição de feedback por parte do professor; e, por último, a reformulação das respostas tendo por base as informações contidas no feedback.
Com efeito, o presente estudo realça a importância que assumiram as questões-aula na cultura de sala. Mais pormenorizadamente, evidencia esta prática como meio da avaliação formativa em contexto sala de aula e no seguimento da exploração de tarefas matemáticas. Da mesma forma, reforça o papel do feedback e dos seus resultados positivos face ao desenvolvimento de competências de autorregulação e metacognição.
The present study aims to answer the question: “ How does practical quizz-questions, in a perspective of formative evaluation, contributes in identifying and overcoming difficulties of students ,from the 1st cycle of basic education (1CEB), in mathematics?”The study follows a qualitative approach, and inserts itself in a perspective of research allied with action. For the gathering of data, participant observation and document analysis techniques were used. Twenty six students of the 2nd year of 1CEB participated in this work, where I played a part as trainee teacher alongside with another trainee teacher and a cooperating teacher. In order to find the answer to the original question, the study resorts to the practical side of quizz-questions, in a training perspective. The quizz-questions consists on a set of questions aiming to the consolidation of developed knowledge, in the area of mathematics. Regarding its use, the quizz-questions were hand out in paper to the students at the end of Mathematics classes. The use of this evaluation tool is divided in three phases: the resolution by students; the analysis and assignment of feedback from the teacher; and finally, the reformulation of the answers based on the information given by that feedback. The study reveals, with effect, the importance that the quizz-questions assumed in the room culture. And in detail, it shows that this experience is a way of formative evaluation in the context of a class room, and in the follow-up of mathematical tasks exploration. Similarly, it strengthens the role of feedback and its positive results while facing self-regulation and metacognition development skills.
The present study aims to answer the question: “ How does practical quizz-questions, in a perspective of formative evaluation, contributes in identifying and overcoming difficulties of students ,from the 1st cycle of basic education (1CEB), in mathematics?”The study follows a qualitative approach, and inserts itself in a perspective of research allied with action. For the gathering of data, participant observation and document analysis techniques were used. Twenty six students of the 2nd year of 1CEB participated in this work, where I played a part as trainee teacher alongside with another trainee teacher and a cooperating teacher. In order to find the answer to the original question, the study resorts to the practical side of quizz-questions, in a training perspective. The quizz-questions consists on a set of questions aiming to the consolidation of developed knowledge, in the area of mathematics. Regarding its use, the quizz-questions were hand out in paper to the students at the end of Mathematics classes. The use of this evaluation tool is divided in three phases: the resolution by students; the analysis and assignment of feedback from the teacher; and finally, the reformulation of the answers based on the information given by that feedback. The study reveals, with effect, the importance that the quizz-questions assumed in the room culture. And in detail, it shows that this experience is a way of formative evaluation in the context of a class room, and in the follow-up of mathematical tasks exploration. Similarly, it strengthens the role of feedback and its positive results while facing self-regulation and metacognition development skills.
Description
Keywords
Ensino da matemática Avaliação formativa Metacognição Autorregulação Questões-aula Feedback Mathematics education Formation evaluation Metacognition Self-regulation Quizz-questions Feedback Relatório de projeto de investigação Relatório de estágio