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Publication
Feedback escrito
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.02 MB | Adobe PDF |
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Abstract(s)
Este estudo tem por objetivo uma reflexão sobre a importância do feedback escrito na aprendizagem dos alunos, nomeadamente no modo como este deve ser escrito possibilitando uma melhor compreensão por parte dos alunos e o comprometimento destes na superação das suas dificuldades. Procura-se ainda perceber a interpretação que o professor faz do erro ou da dificuldade do aluno e a produção do feedback respetivo. Assim, tomando como ponto de partida as principais dificuldades que iam emergindo nalguns trabalhos no quotidiano da sala de aula em matemática formulei a seguinte questão orientadora deste estudo: De que modo o uso do feedback escrito em tarefas matemáticas contribui para ajudar os alunos a superarem as suas dificuldades?
Uma vez que o foco deste trabalho estava relacionado com a análise e compreensão da prática num determinado contexto específico, o tipo de estudo usado seguiu os princípios da investigação-ação: A recolha de dados foi concretizada através das observações, entrevistas e análise documental das tarefas matemáticas concretizadas pelos alunos e respetivos feedbacks.
Da análise dos dados foi possível concluir que os feedbacks escritos se demonstraram benéficos e um suporte auxiliar, para que os alunos fossem capazes de corrigir os erros identificados, assim como ultrapassar as suas dificuldades autonomamente. De um modo geral ainda foi possível reconhecer algumas das vantagens patentes na prática de feedbacks escritos, das quais destaco a eficácia desta metodologia enquanto: i) instrumento promotor de aprendizagem em matemática; e ainda ii) como instrumento propício à prática de diferenciação pedagógica.
The purpose of this study is to reflect on the importance of written feedback in students’ learning, namely in the way in which it should be written, allowing a better understanding on the part of students and their commitment to overcoming their difficulties. It is also sought to understand the teacher’s interpretation of the student’s error or difficulty and the production of the respective feedback. Thus, taking as a starting point the main difficulties that emerged in some work in the daily classroom in mathematics, I formulated the following guiding question of this study: How does the use of written feedback in mathematical tasks contribute to helping students overcome their difficulties? Since the focus of this work was centered on the analysis and understanding of the practice under a specific context, the type of study used followed the principles action research: data collection was accomplished through observation, interviews and documentary analysis of the mathematics tasks and their feedback. From the analysis of the data it was possible to conclude that the written feedbacks and auxiliary support were shown to be beneficial, so that the students were able to correct the mistakes previously identified, as well as to overcome their difficulties autonomously. In general, it was still possible to recognize some of the advantages of practice of written feedback. These are highlighted and investigated in this study as: 1) a learning promoter in mathematics; and 2) as a conducive instrument to the practice of pedagogical differentiation.
The purpose of this study is to reflect on the importance of written feedback in students’ learning, namely in the way in which it should be written, allowing a better understanding on the part of students and their commitment to overcoming their difficulties. It is also sought to understand the teacher’s interpretation of the student’s error or difficulty and the production of the respective feedback. Thus, taking as a starting point the main difficulties that emerged in some work in the daily classroom in mathematics, I formulated the following guiding question of this study: How does the use of written feedback in mathematical tasks contribute to helping students overcome their difficulties? Since the focus of this work was centered on the analysis and understanding of the practice under a specific context, the type of study used followed the principles action research: data collection was accomplished through observation, interviews and documentary analysis of the mathematics tasks and their feedback. From the analysis of the data it was possible to conclude that the written feedbacks and auxiliary support were shown to be beneficial, so that the students were able to correct the mistakes previously identified, as well as to overcome their difficulties autonomously. In general, it was still possible to recognize some of the advantages of practice of written feedback. These are highlighted and investigated in this study as: 1) a learning promoter in mathematics; and 2) as a conducive instrument to the practice of pedagogical differentiation.
Description
Keywords
Avaliação formativa no 1º ciclo Feedabck escrito na aprendizagem em tarefas matemáticas Formative evaluation in the 1st cycle Feedback writing learning in mathematical tasks Relatório de projeto de investigação Relatório de estágio