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A falta de motivação e interesse dos alunos para a aprendizagem da matemática é de conhecimento geral, sendo que muitas vezes esta podia ser desenvolvida mais facilmente quando utilizados recursos lúdico-didáticos que permitissem o envolvimento efetivo dos alunos na sua aprendizagem. O trabalho que aqui se apresenta parte de uma reflexão de uma futura profissional de educação ao observar a falta de motivação geral dos alunos para a aprendizagem de novos conceitos de matemática. Foi, neste sentido, que se sentiu a necessidade de organizar e criar um instrumento de aprendizagem lúdico e didático – o livro-jogo – que permitisse a compreensão e desenvolvimento de conteúdos relativos ao número racional.
Este trabalho foi construído e desenvolvido durante o período da prática pedagógica supervisionada, no contexto de uma turma do 2.º ano de escolaridade do 1.º ciclo do ensino básico. Para ser possível a concretização deste projeto desenvolveu--se uma investigação-ação, do paradigma interpretativo. Os participantes neste estudo foram os alunos de uma turma de 2.º ano de escolaridade do 1.º ciclo do ensino básico, a professora/investigadora e a professora cooperante. Como instrumentos de recolha de dados foram utilizados a observação, diário de bordo, conversas informais, recolha documental e protocolos dos alunos.
Relativamente aos resultados, foi evidente o aumento da motivação e interesse dos alunos no que diz respeito às aprendizagens dos números racionais, sendo que houve uma evolução positiva dos resultados dos alunos neste conteúdo. Os momentos de partilha de estratégias foram fundamentais para a compreensão dos alunos, bem como permitiu o desenvolvimento de capacidades e competências matemáticas que influenciam o desempenho escolar.
The lack of motivation and interest of the students feel towards the learning of mathematics is generally acknowledgement. For that reason, using ludic and didactic resources allowed the students to get more effectively involved in its learning. The work we present comes from a reflexion of a future teacher when observing the lack of general motivation the students show on the learning of new mathematical concepts. Therefore, we felt the need to organize and create a ludic and didactic instrument of learning – the book-game – that would allow the comprehension and development of content related to the rational number. This work was developed during the pre-service practice in a 2nd grade classq from the primary education. We assumed an interpretative paradigm and developed an investigation-action project. The participants were the students, the teacher/researcher and the cooperating teacher. Data was collected through observation, researcher’s diary, informal conversations, documentation and students’ protocols. When we analysed the results, it was clear there was a raise in motivation and interest from the students regarding the learning of rational numbers, as demonstrated by a positive evolution in the students’ results in this area. The moments of strategy sharing were not only fundamental for the students’ comprehension, but also to the development of mathematical abilities and competencies that influence their general performance in school path.
The lack of motivation and interest of the students feel towards the learning of mathematics is generally acknowledgement. For that reason, using ludic and didactic resources allowed the students to get more effectively involved in its learning. The work we present comes from a reflexion of a future teacher when observing the lack of general motivation the students show on the learning of new mathematical concepts. Therefore, we felt the need to organize and create a ludic and didactic instrument of learning – the book-game – that would allow the comprehension and development of content related to the rational number. This work was developed during the pre-service practice in a 2nd grade classq from the primary education. We assumed an interpretative paradigm and developed an investigation-action project. The participants were the students, the teacher/researcher and the cooperating teacher. Data was collected through observation, researcher’s diary, informal conversations, documentation and students’ protocols. When we analysed the results, it was clear there was a raise in motivation and interest from the students regarding the learning of rational numbers, as demonstrated by a positive evolution in the students’ results in this area. The moments of strategy sharing were not only fundamental for the students’ comprehension, but also to the development of mathematical abilities and competencies that influence their general performance in school path.
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Keywords
1.º ciclo do ensino básico matemática livro-jogo Primary education mathematics book-game