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Diferenciação pedagógica na resolução de tarefas matemáticas no 1º ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
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| 1.76 MB | Adobe PDF | |||
| 1.76 MB | Adobe PDF |
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Abstract(s)
Este relatório apresenta uma investigação concretizada no Estágio do 1.º e 2.º Ciclos, cujo objetivo compreender que estratégias de diferenciação pedagógica podem apoiar os/as alunos/as na resolução de tarefas matemáticas que envolvem os conceitos de perímetro e área. O estudo foi realizado numa turma de 4.º ano de escolaridade e consideraram-se cinco desses alunos/as como os participantes do estudo. A escolha destes alunos justifica-se pelo facto destes alunos estarem abrangidos com medidas de apoio à aprendizagem e inclusão, sendo que dois deles são alunos/as de Português Língua Não Materna e três apresentam dificuldades de aprendizagem. A metodologia adotada neste estudo é de natureza qualitativa e usaram-se como técnicas de recolha de dados a observação participante e a recolha documental, e como instrumentos registos áudio e fotográficos e notas de campo. Foi essencial que o estudo fosse adequado ao contexto em que estava inserida, por isso todos os registos foram valorizados. Para a análise de dados usou-se a análise de conteúdo, da qual decorreram categorias de análise. Desta forma, foi possível extrair dos dados duas categorias: i) estratégias de adaptação das tarefas e ii) estratégias de condução da exploração da tarefa. Na primeira categoria foram observados os seguintes indicadores: i) realização das tarefas em fases; ii) apresentação das definições de conceitos e processos; iii) apresentação de informação adicional (dicas); iv) apoio na organização; e na segunda categoria as seguintes: i) colocação de questões abertas; ii) leitura orientada; iii) reformulação da informação; iv) adaptação da linguagem; v) utilização de exemplos concretos/recurso a analogias; vi) clarificação do objetivo da tarefa. Os resultados permitiram perceber que, tanto as estratégias relativas à adaptação das tarefas como as estratégias relativas à condução da exploração da tarefa, permitiram que os cinco alunos realizassem as tarefas com sucesso, considerando-se as mesmas como adequadas às necessidades daqueles alunos. Este estudo revela o contributo da diferenciação pedagógica na construção do sucesso educativo de todos os alunos.
This report presents a study carried out during the Internship in Primary Education, with the aim of understanding which strategies of pedagogical differentiation can support students in solving mathematical tasks involving the concepts of perimeter and area. The study was conducted in a 4th-grade class, with five students selected as participants. The choice of these students is justified by the fact that they were included in learning support and inclusion measures, with two of them being non-native Portuguese speakers and three presenting learning difficulties. The methodology adopted in this study is qualitative in nature. Participant observation and document collection were used as data collection techniques, while audio and photographic records, along with field notes, were employed as instruments. It was essential that the study was adapted to the context in which it was carried out, and therefore all records were considered valuable. Data analysis was conducted through content analysis, from which two categories emerged: (i) strategies for adapting the tasks and (ii) strategies for guiding the task exploration. In the first category, the following indicators were observed: (i) carrying out the tasks in stages; (ii) presentation of concept and process definitions; (iii) provision of additional information (hints); (iv) support in organization. In the second category, the following were identified: (i) use of open questions; (ii) guided reading; (iii) reformulation of information; (iv) adaptation of language; (v) use of concrete examples/analogies; (vi) clarification of the task’s objective. The results showed that both the strategies related to task adaptation and those related to the guidance of task exploration enabled the five students to successfully complete the tasks, and were considered suitable for meeting their needs. This study highlights the contribution of pedagogical differentiation to fostering the educational success of all students.
This report presents a study carried out during the Internship in Primary Education, with the aim of understanding which strategies of pedagogical differentiation can support students in solving mathematical tasks involving the concepts of perimeter and area. The study was conducted in a 4th-grade class, with five students selected as participants. The choice of these students is justified by the fact that they were included in learning support and inclusion measures, with two of them being non-native Portuguese speakers and three presenting learning difficulties. The methodology adopted in this study is qualitative in nature. Participant observation and document collection were used as data collection techniques, while audio and photographic records, along with field notes, were employed as instruments. It was essential that the study was adapted to the context in which it was carried out, and therefore all records were considered valuable. Data analysis was conducted through content analysis, from which two categories emerged: (i) strategies for adapting the tasks and (ii) strategies for guiding the task exploration. In the first category, the following indicators were observed: (i) carrying out the tasks in stages; (ii) presentation of concept and process definitions; (iii) provision of additional information (hints); (iv) support in organization. In the second category, the following were identified: (i) use of open questions; (ii) guided reading; (iii) reformulation of information; (iv) adaptation of language; (v) use of concrete examples/analogies; (vi) clarification of the task’s objective. The results showed that both the strategies related to task adaptation and those related to the guidance of task exploration enabled the five students to successfully complete the tasks, and were considered suitable for meeting their needs. This study highlights the contribution of pedagogical differentiation to fostering the educational success of all students.
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Keywords
Diferenciação pedagógica Estratégias de diferenciação pedagógica Tarefas Matemáticas Pedagogical differentiation Differentiation strategies Mathematical tasks