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A reflexão sobre as práticas de ensino da Matemática de três futuras professoras do 1º ciclo do ensino básico
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Advisor(s)
Abstract(s)
Este artigo discute o modo como três futuras professores do 1º ciclo do ensino básico reflectem sobre as suas práticas de ensino da Matemática, analisando os factores que as influenciam. A abordagem metodológica é qualitativa, de cunho interpretativo, baseada em três estudos de caso. As participantes frequentam o 4º ano do curso de uma escola superior de educação, tendo diferentes níveis de desempenho nas disciplinas já realizadas. A recolha de dados envolve duas entrevistas semi-estruturadas e três momentos de reflexão. A análise de dados inclui a construção de narrativas bem como análise documental. Os resultados do estudo sugerem que as experiências anteriores das futuras professoras com a Matemática influenciam o trabalho que realizam com os seus alunos. Nalguns casos, essas experiências constituem exemplos contrários ao que tencionam fazer. As dificuldades que revelam em colocar em prática algumas das suas intenções iniciais parecem, em grande parte, resultar do seu fraco conhecimento matemático. As insuficiências neste
domínio sobressaem, sobretudo, nas situações imprevistas que surgem na sala de aula e nos momentos de reflexão sobre a prática. As três futuras professoras são unânimes quanto à importância que os momentos de prática assumem no desenvolvimento do seu conhecimento profissional.
Salientam aspectos mais directamente relacionados com questões pedagógicas, nomeadamente, as
aprendizagens efectuadas relativamente à gestão da aula. O estudo aponta para a necessidade de se
valorizar a reflexão sobre os aspectos mais directamente relacionados com o ensino da Matemática
durante os momentos de prática pedagógica dos futuros professores.
This paper addresses the way three prospective elementary school teachers (first cycle of basic education) reflect about their mathematics teaching practices, analysing the impinging factors. The methodological approach is qualitative and interpretative, based in three case studies. The participants attend the fourth year of a program of a teacher education institution, and have different achievement levels in the courses already completed. Data collection includes two semi-structured interviews and three reflecting moments. Data analysis includes the construction of narratives as well as document analysis. Study results suggest that former experiences of pre-service teachers with mathematics influence the work that they carry out with their pupils. In some cases, such experiences are examples opposite regarding what they intend to do. Their difficulties in putting into practice some of their initial intentions seem to result largely from their week mathematics knowledge. The weaknesses in this domain stand out, mainly, in unforeseen situations that arise in the classroom and the in moments of reflecting upon practice. The three prospective teachers are unanimous regarding the importance of the practical experiences for the development of their professional knowledge. They stress the aspects more directly related to pedagogical issues, notably learning concerning classroom management. The study points towards the need to value reflection about the issues more directly related with mathematics teaching during the practical experiences of pre-service teachers.
This paper addresses the way three prospective elementary school teachers (first cycle of basic education) reflect about their mathematics teaching practices, analysing the impinging factors. The methodological approach is qualitative and interpretative, based in three case studies. The participants attend the fourth year of a program of a teacher education institution, and have different achievement levels in the courses already completed. Data collection includes two semi-structured interviews and three reflecting moments. Data analysis includes the construction of narratives as well as document analysis. Study results suggest that former experiences of pre-service teachers with mathematics influence the work that they carry out with their pupils. In some cases, such experiences are examples opposite regarding what they intend to do. Their difficulties in putting into practice some of their initial intentions seem to result largely from their week mathematics knowledge. The weaknesses in this domain stand out, mainly, in unforeseen situations that arise in the classroom and the in moments of reflecting upon practice. The three prospective teachers are unanimous regarding the importance of the practical experiences for the development of their professional knowledge. They stress the aspects more directly related to pedagogical issues, notably learning concerning classroom management. The study points towards the need to value reflection about the issues more directly related with mathematics teaching during the practical experiences of pre-service teachers.
Description
Keywords
Reflexão Conhecimento profissional Ensino da Matemática Formação iniicial Narrativa Reflection Professional knowledge Mathematics teaching Pre-service teacher education Narratives
Citation
Delgado, C., & Ponte, J. P. (2004). A reflexão sobre as práticas de ensino da Matemática de três futuras professoras do 1º ciclo do ensino básico. Quadrante, 13(1), 31-61.
Publisher
Associação de Professores de Matemática