Loading...
Publication
Promover o raciocínio matemático com alunos do 3.º ano: fundamentação e operacionalização de uma intervenção
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente estudo, no âmbito do Mestrado em Educação Pré-escolar e
Ensino do 1.º ciclo do Ensino Básico foca-se na promoção do desenvolvimento
do raciocínio matemático.
Devido à situação pandémica causada pela Covid-19, não foi possível
colocar em prática a parte empírica do projeto, a que estava associada a uma
metodologia de investigação de abordagem qualitativa. Estava previsto realizar
uma investigação sobre a prática em que os métodos de recolha de dados
seriam a observação participante complementada com registos em áudio ou
vídeo, e a recolha documental. Do ponto de vista metodológico foi possível
realizar um estudo teórico que envolveu uma revisão da literatura sobre o tema
do projeto e a conceção e fundamentação de uma intervenção prevista para ser
implementada numa sala de aula do 1.º ciclo.
A fundamentação teórica contém a discussão e uma reflexão detalhada e
aprofundada focada (i) no entendimento de raciocínio matemático, dos tipos de
raciocínio e dos processos de raciocínio, do enquadramento curricular do
raciocínio matemático; (ii) nas características do ensino exploratório e de uma
aula de ensino exploratório; (iii) no papel do professor na promoção do raciocínio
matemático.
No que respeita à intervenção pedagógica, este estudo inclui a
planificação detalhada e fundamentada de três tarefas matemáticas que visam
promover o desenvolvimento do raciocínio dos alunos do 3.º ano de escolaridade
do 1.º ciclo do Ensino Básico.
As considerações finais salientam as aprendizagens que foram
realizadas com a revisão da literatura e as aprendizagens e desafios com que
me deparei na preparação de um projeto de intervenção muito detalhado e
fundamentado. Quanto aos desafios destaco: (i) o selecionar e a adaptação das
tarefas; (ii) a antecipação das estratégias e de possíveis dificuldades dos alunos;
(iii) o cuidado para não reduzir o nível de exigência cognitivo das tarefas e das
questões que podem ser levantadas para ajudar um aluno a conseguir resolver a tarefa; (iv) a escolha das resoluções e dos alunos a apresentar; (v) as questões
a levantar para potencializar a promoção dos processos de raciocínio.
The present study, within the scope of the Master in Preschool Education and Teaching of the 1st cycle of Basic Education, focuses on promoting the development of mathematical reasoning. Due to the pandemic situation caused by Covid-19, it was not possible to put into practice the empirical part of the project, which was associated with a research methodology of a qualitative approach. It was planned to carry out an investigation into the practice in which the data collection methods would be participant observation and audio or video recordings, and document analysis. From a methodological point of view, it was possible to carry out a theoretical study that involved a review of the literature on the subject of the project and the design and rationale of an intervention planned to be implemented in a 1st cycle classroom. The theoretical foundation contains discussion and a detailed and in-depth reflection focused on (i) understanding mathematical reasoning, types of reasoning and reasoning processes, the curricular framework of mathematical reasoning; (ii) the characteristics of exploratory teaching and an exploratory teaching class; (iii) the teacher's role in promoting mathematical reasoning. Regarding pedagogical intervention, this study includes the detailed and grounded planning of three mathematical tasks that aim to promote the development of reasoning in students of the 3rd year of schooling of the 1st cycle of Basic Education. The final considerations highlight the lessons learned from the literature review and the lessons learned and challenges that I encountered while preparing a very detailed and well-founded intervention project. As for the challenges, I highlight: (i) the selection and adaptation of tasks; (ii) anticipation of students' strategies and possible difficulties; (iii) the care not to reduce the level of cognitive demand of the tasks and of the questions that can be raised to help a student to be able to solve the task; (iv) the choice of resolutions and students to present; (v) the questions to be raised to enhance the promotion of reasoning processes.
The present study, within the scope of the Master in Preschool Education and Teaching of the 1st cycle of Basic Education, focuses on promoting the development of mathematical reasoning. Due to the pandemic situation caused by Covid-19, it was not possible to put into practice the empirical part of the project, which was associated with a research methodology of a qualitative approach. It was planned to carry out an investigation into the practice in which the data collection methods would be participant observation and audio or video recordings, and document analysis. From a methodological point of view, it was possible to carry out a theoretical study that involved a review of the literature on the subject of the project and the design and rationale of an intervention planned to be implemented in a 1st cycle classroom. The theoretical foundation contains discussion and a detailed and in-depth reflection focused on (i) understanding mathematical reasoning, types of reasoning and reasoning processes, the curricular framework of mathematical reasoning; (ii) the characteristics of exploratory teaching and an exploratory teaching class; (iii) the teacher's role in promoting mathematical reasoning. Regarding pedagogical intervention, this study includes the detailed and grounded planning of three mathematical tasks that aim to promote the development of reasoning in students of the 3rd year of schooling of the 1st cycle of Basic Education. The final considerations highlight the lessons learned from the literature review and the lessons learned and challenges that I encountered while preparing a very detailed and well-founded intervention project. As for the challenges, I highlight: (i) the selection and adaptation of tasks; (ii) anticipation of students' strategies and possible difficulties; (iii) the care not to reduce the level of cognitive demand of the tasks and of the questions that can be raised to help a student to be able to solve the task; (iv) the choice of resolutions and students to present; (v) the questions to be raised to enhance the promotion of reasoning processes.
Description
Keywords
Raciocínio matemático Currículo da matemática Ensino exploratório Ações dos professores Mathematical reasoning Mathematics curriculum Exploratory teaching Teachers' actions