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Tecnologias para desenvolver o pensamento algébrico
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Este trabalho visa compreender o conhecimento profissional que assiste o professor de Matemática, no desenvolvimento curricular e na prática lectiva, para desenvolver o pensamento algébrico, com recurso à tecnologia.
O desenvolvimento do pensamento algébrico constitui tema actual da investigação, com expressão nas orientações curriculares, entendido como um processo de generalização de ideias particulares, que inclui expressar relações através de diferentes formas de representação. Conceitos algébricos, como variável e função, podem beneficiar das características dinâmicas e interactivas da tecnologia e, em particular, a folha de cálculo pode facilitar a articulação entre as representações em tabela numérica e gráfica e apoiar o processo de generalização e de modelação.
Os novos papéis exigidos ao professor como profissional autónomo no domínio do desenvolvimento curricular e da prática, sugerem o seu envolvimento em processos de desenvolvimento profissional em que a sua prática possa ser considerada simultaneamente um ponto de partida, gerador de conhecimento profissional, através da análise e reflexão, mas também um lugar de aplicação desse conhecimento.
A metodologia utilizada é de natureza interpretativa, de tipo qualitativo e na modalidade de estudo de caso. Para a recolha de dados, foi criado um contexto de trabalho colaborativo integrando o investigador e duas professoras de Matemática a leccionar o 7.º ano, que, ao longo de um ano, elaboraram tarefas sobre pensamento algébrico com utilização das TIC e reflectiram sobre a prática observada.
Os principais resultados, focados no papel e utilização da tecnologia para desenvolver o pensamento algébrico, mostram a importância das tecnologias dinâmicas e interativas, como algumas applets e a folha de cálculo, que disponibilizem múltiplas representações e facilitem os processos de experimentação, generalização e de modelação. As duas professoras fazem delas, no entanto, um uso diverso, servindo-se de computadores portáteis e/ou quadros interativos, mas integrando-as de acordo com as metodologias de ensino com que mais se identificam.
This study aims to understand the professional knowledge that assist mathematics teachers in their curriculum development and teaching practice devoted to develop algebraic thinking with technology. The development of algebraic thinking is a topic of current research, with expression in the curriculum guidelines. It is understood as a process of generalization of particular ideas, which includes the expression of relationships through different representations. Algebraic concepts, such as variable and function, may benefit from the dynamic and interactive features of technology. The spreadsheet, in particular, can facilitate the articulation between numerical tables and graphs and also can support the process of generalization and modeling. The new roles required for teachers to act as autonomous professionals in the curriculum development and practice, suggest their involvement in a development processes in which the professional practice may be regarded as both a starting point, generating professional knowledge through analysis and reflection, and also a place for application of this knowledge. The methodology adopted is interpretative, qualitative and follows the case study design. A context of collaborative work between the researcher and two math teachers teaching 7th grade classes was created and took place over a year, focused on the development of algebraic thinking tasks with ICT and reflection on the observed practice of the two teachers. The main results of the study revealed the importance of dynamic and interactive technologies, such as the spreadsheet and some applets that provide multiple representations and facilitate the processes of experimentation, modeling and generalization. The two teachers, however, used the technology differently in their practice; they used laptops and/or interactive whiteboards, but integrated them in accordance with the teaching methodologies that characterize the practice of each one.
This study aims to understand the professional knowledge that assist mathematics teachers in their curriculum development and teaching practice devoted to develop algebraic thinking with technology. The development of algebraic thinking is a topic of current research, with expression in the curriculum guidelines. It is understood as a process of generalization of particular ideas, which includes the expression of relationships through different representations. Algebraic concepts, such as variable and function, may benefit from the dynamic and interactive features of technology. The spreadsheet, in particular, can facilitate the articulation between numerical tables and graphs and also can support the process of generalization and modeling. The new roles required for teachers to act as autonomous professionals in the curriculum development and practice, suggest their involvement in a development processes in which the professional practice may be regarded as both a starting point, generating professional knowledge through analysis and reflection, and also a place for application of this knowledge. The methodology adopted is interpretative, qualitative and follows the case study design. A context of collaborative work between the researcher and two math teachers teaching 7th grade classes was created and took place over a year, focused on the development of algebraic thinking tasks with ICT and reflection on the observed practice of the two teachers. The main results of the study revealed the importance of dynamic and interactive technologies, such as the spreadsheet and some applets that provide multiple representations and facilitate the processes of experimentation, modeling and generalization. The two teachers, however, used the technology differently in their practice; they used laptops and/or interactive whiteboards, but integrated them in accordance with the teaching methodologies that characterize the practice of each one.
Description
Keywords
Tecnologias Pensamento algébrico Conhecimento profissional Technologies algebraic thinking Profissional knowledge
Pedagogical Context
Citation
Publisher
Instituto de Educação da Universidade de Lisboa