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Estratégias de Cálculo Mental - Um estudo com alunos do 2º ano de escolaridade do 1º ciclo do ensino básico
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Abstract(s)
O presente relatório insere-se no âmbito do Mestrado de Qualificação para a Docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e pretende analisar as estratégias de cálculo mental a que os alunos do 2.º ano de escolaridade mais recorrem na realização das tarefas propostas durante esse período.
Os documentos curriculares para a aprendizagem da Matemática bem como algumas investigações nacionais e internacionais evidenciam que o cálculo mental é uma ferramenta fundamental para os alunos conseguirem ter uma rápida fluência e destreza do cálculo (mental e escrito) na aplicação das quatro operações matemáticas. Para além disso, permite o desenvolvimento de capacidades e competências essenciais, tais como, o raciocínio matemático, a comunicação matemática, o desenvolvimento do sentido do número, entre outras.
Esta investigação é suportada por um design de investigação-ação, de paradigma interpretativo, com o objetivo de observar, planificar, intervir e refletir. Os participantes deste estudo foram os alunos do 2.º ano de escolaridade de uma instituição de ensino particular, bem como a professora/investigadora e a professora cooperante. Como instrumentos de recolha de dados recorreu-se à observação, ao diário de bordo, às conversas informais, à recolha documental e aos protocolos dos alunos.
Os resultados evidenciam que os alunos utilizam estratégias de cálculo mental diversificadas, mas a maioria recorre a estratégias de decomposição. Estes revelam também que os alunos têm algumas dificuldades, nomeadamente: em organizar e apresentar os seus registos e alguns em diferenciar algoritmo de estratégia de cálculo mental.
This report is part of the Master's Degree in Pre-School and Primary Education and intends to analyze the mental calculation strategies that students in the 2nd year of school use most in performing the tasks proposed during that period. The curriculum documents for the learning of Mathematics, as well as some national and international investigations, show that mental computation is a fundamental tool for students to achieve a rapid fluency and dexterity of the computation (mental and written) in the application of the four mathematical operations. Besides, it allows the development of essential abilities and competencies, such as mathematical reasoning, mathematical communication, development of number sense, among others. In this investigation we developed an action-research project under interpretative paradigm, with the aim of observing, planning, intervening, and reflecting. The participants in this study were the students of the 2nd grade at a private school, as well as the teacher/researcher and the cooperative teacher. Observation, logbook, informal conversations, documentary collection, and students’ protocols were used as data collection instruments. The results show that the students use diversified mental computation strategies, but most use decomposition strategies. These also reveal that students have some difficulties, namely: in organizing and presenting their records, and some in differentiating algorithm from mental computation strategy.
This report is part of the Master's Degree in Pre-School and Primary Education and intends to analyze the mental calculation strategies that students in the 2nd year of school use most in performing the tasks proposed during that period. The curriculum documents for the learning of Mathematics, as well as some national and international investigations, show that mental computation is a fundamental tool for students to achieve a rapid fluency and dexterity of the computation (mental and written) in the application of the four mathematical operations. Besides, it allows the development of essential abilities and competencies, such as mathematical reasoning, mathematical communication, development of number sense, among others. In this investigation we developed an action-research project under interpretative paradigm, with the aim of observing, planning, intervening, and reflecting. The participants in this study were the students of the 2nd grade at a private school, as well as the teacher/researcher and the cooperative teacher. Observation, logbook, informal conversations, documentary collection, and students’ protocols were used as data collection instruments. The results show that the students use diversified mental computation strategies, but most use decomposition strategies. These also reveal that students have some difficulties, namely: in organizing and presenting their records, and some in differentiating algorithm from mental computation strategy.
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Keywords
1.º ciclo do Ensino Básico, Desenvolvimento do sentido do número; Cálculo mental; Estratégias de cálculo mental. Primary education; Development of the number sense; Mental computation; Mental computation strategies.