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Publication
O uso do jogo na avaliação de aprendizagens matemáticas
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.77 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Numa sociedade em constante transformação, importa repensar as práticas
pedagógicas em Matemática, no sentido de preparar cidadãos capazes de resolver
problemas reais, de forma criativa e crítica. Este relatório resulta da experiência
proporcionada pelo estágio supervisionado numa turma de 15 alunos do 1.º Ciclo do
Ensino Básico (CEB) e fundamenta-se na necessidade de promover metodologias mais
ativas, motivadoras e próximas da realidade dos estudantes, reconhecendo a avaliação
como um processo dinâmico e contínuo inerente ao processo ensino-aprendizagem.
Neste sentido, foi criado um jogo de tabuleiro original que procurou atribuir
significado aos conteúdos matemáticos. A investigação procurou: a) compreender de que
forma este jogo poderia ser incluído nas práticas de avaliação pedagógica em Matemática;
b) identificar os conhecimentos metacognitivos que os alunos possuem sobre o impacto
do jogo na sua aprendizagem; c) averiguar as competências mobilizadas pelos mesmos
durante a sua utilização.
Adotou-se uma metodologia exploratória, de estudo de caso e natureza mista,
recorrendo a observação participante, diário de bordo, conversas informais, recolha
documental, questionários e protocolos preenchidos durante a realização do jogo.
Os resultados evidenciaram maior envolvimento nas tarefas e os benefícios das
dinâmicas de grupo. Observou-se também a aplicação concreta de conceitos de Educação
Financeira e maior consciência dos alunos quanto às estratégias utilizadas e aos erros
cometidos.
Conclui-se que o jogo de tabuleiro constitui um recurso com elevado potencial
para favorecer aprendizagens significativas, o trabalho cooperativo e uma avaliação
formativa mais abrangente, sugerindo implicações para o ensino da Matemática no 1.º
CEB e para a formação docente.
In a constantly evolving society, it is important to rethink practices in mathematics in order to prepare citizens who are capable of solving real-world problems in a creative and critical manner. This report is the result of the experience gained from a supervised teaching practicum in a class of 15 students in the 1st cycle of basic education and is based on the need to promote more active, motivating methodologies that are closer to the student’s reality, recognizing assessment as a dynamic and continuous process inherent to the teaching-learning process. To this end, an original board game was created that sought to give meaning to mathematical content. The research sought to: a) understand how this game could be included in pedagogical assessment practices in Mathematics; b) identify the metacognitive knowledge that students have about the impact of the game on their learning; and c) find out what skills they used while playing the game. An exploratory, case study methodology of mixed nature was adopted, using participant observation, logbook, informal conversations, document collection, questionnaires and protocols completed during the game. The results showed greater engagement in the tasks and the benefits of group dynamics. The concrete application of financial education concepts and greater awareness students of the strategies used and mistakes made were also observed. It was concluded that the board game is a resource with high potential for promoting meaningful learning, cooperative work and a more comprehensive formative assessment, suggesting implications for mathematics teaching in the 1st cycle of basic education and for teacher training.
In a constantly evolving society, it is important to rethink practices in mathematics in order to prepare citizens who are capable of solving real-world problems in a creative and critical manner. This report is the result of the experience gained from a supervised teaching practicum in a class of 15 students in the 1st cycle of basic education and is based on the need to promote more active, motivating methodologies that are closer to the student’s reality, recognizing assessment as a dynamic and continuous process inherent to the teaching-learning process. To this end, an original board game was created that sought to give meaning to mathematical content. The research sought to: a) understand how this game could be included in pedagogical assessment practices in Mathematics; b) identify the metacognitive knowledge that students have about the impact of the game on their learning; and c) find out what skills they used while playing the game. An exploratory, case study methodology of mixed nature was adopted, using participant observation, logbook, informal conversations, document collection, questionnaires and protocols completed during the game. The results showed greater engagement in the tasks and the benefits of group dynamics. The concrete application of financial education concepts and greater awareness students of the strategies used and mistakes made were also observed. It was concluded that the board game is a resource with high potential for promoting meaningful learning, cooperative work and a more comprehensive formative assessment, suggesting implications for mathematics teaching in the 1st cycle of basic education and for teacher training.