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As ações do professor na condução de discussões coletivas em tarefas de Álgebra: um estudo no 4.º ano
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O presente relatório descreve um estudo desenvolvido no âmbito da Unidade Curricular Estágio em 1.º e 2.º Ciclos do Ensino Básico, tendo como foco a análise das ações do professor na condução de discussões coletivas em tarefas de Álgebra, num contexto de ensino exploratório, com uma turma do 4.º ano de escolaridade. O principal objetivo desta investigação consiste em caracterizar as ações do professor na condução dos momentos de discussão coletiva de tarefas de Álgebra, bem como identificar os desafios associados à preparação da condução destas discussões. Assim, surgiram as seguintes questões de investigação: i) Como se caraterizam as ações do professor nos momentos de discussão coletiva de tarefas de Álgebra?; ii) Quais os desafios e dificuldades sentidas pelo professor durante a condução dos momentos de discussão coletiva?; iii) De que modo a planificação das ações do professor contribuiu para a condução das discussões coletivas das tarefas?A investigação seguiu uma abordagem qualitativa, enquadrada numa lógica de investigação sobre a prática. Os dados foram recolhidos através de observação participante, com registos em notas de campo e gravações áudio e vídeo, e da recolha documental com foco nas planificações elaboradas para cada tarefa. A análise dos dados foi conduzida através de análise de conteúdo, tendo por base o modelo de categorias de ações do professor proposto por Ponte (2013) e aprofundado por Brocardo et al. (2022), considerando as ações seguintes: Convidar, Apoiar, Guiar, Desafiar, Informar e Sugerir.A intervenção pedagógica compreendeu a implementação de três tarefas de Álgebra, dinamizadas segundo as quatro fases do ensino exploratório. Os resultados revelam que ações como Guiar e Desafiar assumiram maior predominância e mostraram-se decisivas para promover a explicitação de raciocínios, a formulação de generalizações e a discussão de estratégias. Observou-se ainda um aumento das ações de Apoiar, informar e Sugerir, associado às dificuldades sentidas pelos alunos, evidenciando a necessidade de ajustamentos contínuos da intervenção. A análise das planificações mostrou que a antecipação de possíveis respostas, dificuldades e decisões pedagógicas contribuiu para uma condução mais estruturada e eficaz das discussões. Conclui-se que as ações do professor não ocorrem de forma isolada, mas articuladas entre si, desempenhando um papel fundamental na construção do conhecimento matemático. Os desafios identificados - a gestão do tempo, o gerenciamento do tempo de espera e a necessidade de um sólido conhecimento do professor sobre o conteúdo e os processos envolvidos na aprendizagem dos alunos – evidenciam a complexidade da condução de discussões coletivas e reforçam a
importância de uma prática docente intencional, flexível e reflexiva.
This report describes a study developed within the course Internship in Primary Education (1st and 2nd Cycles of Basic Education), focusing on the analysis of the teacher’s actions in facilitating whole-class discussions of Algebra tasks in an exploratory teaching context, with a 4th-grade class. The main aim of this research is to characterise the teacher’s actions during whole-class discussions of Algebra tasks, as well as to identify the challenges associated with planning and conducting these discussions. Accordingly, the following research questions were formulated: (i) How are the teacher’s actions characterised during whole-class discussions of Algebra tasks? (ii) What challenges and difficulties does the teacher experience when facilitating these discussions? (iii) How does the planning of the teacher’s actions contribute to the facilitation of whole-class discussions of tasks? The study adopted a qualitative approach, framed within a practice-based research perspective. Data were collected through participant observation, including field notes and audio and video recordings, as well as through document analysis, focusing on the lesson plans prepared for each task. Data analysis was conducted using content analysis, based on the teacher action categories model proposed by Ponte (2013) and further developed by Brocardo et al. (2022), considering the following actions: Inviting, Supporting, Guiding, Challenging, Informing, and Suggesting. The pedagogical intervention involved the implementation of three Algebra tasks, carried out according to the four phases of exploratory teaching. The results show that actions such as Guiding and Challenging were the most frequent and proved decisive in promoting the articulation of reasoning, the formulation of generalisations, and the discussion of strategies. An increase in Supporting, Informing, and Suggesting actions was also observed, associated with the difficulties experienced by the students, highlighting the need for continuous adjustments to the intervention. Analysis of the lesson plans indicated that anticipating possible responses, difficulties, and pedagogical decisions contributed to a more structured and effective facilitation of discussions. It is concluded that the teacher’s actions do not occur in isolation but are interconnected, playing a fundamental role in the construction of mathematical knowledge. The identified challenges—time management, management of wait time, and the need for strong teacher knowledge of content and learning processes—highlight the complexity of facilitating whole-class discussions and reinforce the importance of intentional, flexible, and reflective teaching practice.
This report describes a study developed within the course Internship in Primary Education (1st and 2nd Cycles of Basic Education), focusing on the analysis of the teacher’s actions in facilitating whole-class discussions of Algebra tasks in an exploratory teaching context, with a 4th-grade class. The main aim of this research is to characterise the teacher’s actions during whole-class discussions of Algebra tasks, as well as to identify the challenges associated with planning and conducting these discussions. Accordingly, the following research questions were formulated: (i) How are the teacher’s actions characterised during whole-class discussions of Algebra tasks? (ii) What challenges and difficulties does the teacher experience when facilitating these discussions? (iii) How does the planning of the teacher’s actions contribute to the facilitation of whole-class discussions of tasks? The study adopted a qualitative approach, framed within a practice-based research perspective. Data were collected through participant observation, including field notes and audio and video recordings, as well as through document analysis, focusing on the lesson plans prepared for each task. Data analysis was conducted using content analysis, based on the teacher action categories model proposed by Ponte (2013) and further developed by Brocardo et al. (2022), considering the following actions: Inviting, Supporting, Guiding, Challenging, Informing, and Suggesting. The pedagogical intervention involved the implementation of three Algebra tasks, carried out according to the four phases of exploratory teaching. The results show that actions such as Guiding and Challenging were the most frequent and proved decisive in promoting the articulation of reasoning, the formulation of generalisations, and the discussion of strategies. An increase in Supporting, Informing, and Suggesting actions was also observed, associated with the difficulties experienced by the students, highlighting the need for continuous adjustments to the intervention. Analysis of the lesson plans indicated that anticipating possible responses, difficulties, and pedagogical decisions contributed to a more structured and effective facilitation of discussions. It is concluded that the teacher’s actions do not occur in isolation but are interconnected, playing a fundamental role in the construction of mathematical knowledge. The identified challenges—time management, management of wait time, and the need for strong teacher knowledge of content and learning processes—highlight the complexity of facilitating whole-class discussions and reinforce the importance of intentional, flexible, and reflective teaching practice.
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Ensino e Aprendizagem da Álgebra Ações do professor Ensino exploratório Discussão coletiva Teaching and Learning of Algebra Teacher Actions Exploratory Teaching Whole-Class Discussion