Loading...
Publication
Aprender a resolver problemas: um estudo com alunos do 2º ano de escolaridade
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.25 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este estudo centra-se na temática da resolução de problemas, tendo como objetivo principal compreender o modo como os alunos do 2.º ano de escolaridade resolvem problemas. Mais concretamente pretende identificar as estratégias usadas pelos alunos para resolver os problemas, as etapas de resolução de problemas de Pólya por que passam e as dificuldades que manifestam.
A fundamentação teórica apresenta essencialmente os seguintes tópicos: a importância da resolução de problemas; a resolução de problemas na aula de Matemática; caracterização de problema, etapas e estratégias de resolução; e, por fim, a resolução de problemas nas orientações curriculares.
O estudo segue uma abordagem qualitativa e insere-se no paradigma interpretativo. Nele participaram vinte alunos de uma turma do 2.º ano de escolaridade, tendo sido escolhidos quatro alunos para uma análise mais aprofundada das suas resoluções.
A recolha de dados decorreu durante cinco semanas e um dia após o final do estágio, e foi conseguida através da observação participante e da recolha documental. Os seis problemas propostos foram construídos ou adaptados por mim, tendo subjacente uma estratégia de resolução de problemas diferente. O seu trabalho em sala de aula baseou-se numa prática de ensino exploratório.
As conclusões deste estudo evidenciam que: (i) os alunos recorrem a diversas estratégias para resolver problemas; (ii) nos problemas propostos verifica-se a preferência pela estratégia “fazer uma simulação/dramatização/experimentação”; (iii) as principais dificuldades apresentadas relacionam-se com a compreensão dos enunciados, o uso da estratégia “trabalhar do fim para o princípio”, a interpretação do resultado obtido e a justificação do raciocínio usando a expressão escrita ou oral; (iv) os alunos percorrem essencialmente as três etapas “compreender o problema”, “escolher um plano” e “realizar o plano” durante a sua resolução.
This study focuses on the problem solving and has as main objective the understanding on how students of 2nd grade solve problems. More specifically it aims to identify the strategies used by students to solve problems, the phases of problem solving by Pólya which they passed and the difficulties revealed in the exploration process. The theoretical framework present the following topics: the importance of problem solving; the problem solving in Mathematics class; definition of problem, phases and strategies of the problem solving; and finally, the problem solving according to the school curriculum. The study follows a qualitative approach and is part of the interpretative paradigm. Which involved twenty second grade students belonging to a class, although only four students were chosen for further analysis of their resolutions. The data collection took place during five weeks and one day after the end of internship, and it was collected through participant observation and documental collection. The six problems were made and/or adapted by me and with a different underlying problem solving strategies. The work in the classroom was based on the practice of exploratory teaching. The final results of this project showed that: (i) the students use diverse strategies to solve problems; (ii) on the problems solved there was preference for the strategy “make a simulation/role play/experimentation”; (iii) the major difficulties revealed are related to understanding the problem, the strategy “work backward”, interpreting the obtained results and explaining their reasoning by written or oral expression; (iv) the students primarily undergo three phases of problem solving, “understand the problem”, “choose a plan” and “try the plan”; (iv)
This study focuses on the problem solving and has as main objective the understanding on how students of 2nd grade solve problems. More specifically it aims to identify the strategies used by students to solve problems, the phases of problem solving by Pólya which they passed and the difficulties revealed in the exploration process. The theoretical framework present the following topics: the importance of problem solving; the problem solving in Mathematics class; definition of problem, phases and strategies of the problem solving; and finally, the problem solving according to the school curriculum. The study follows a qualitative approach and is part of the interpretative paradigm. Which involved twenty second grade students belonging to a class, although only four students were chosen for further analysis of their resolutions. The data collection took place during five weeks and one day after the end of internship, and it was collected through participant observation and documental collection. The six problems were made and/or adapted by me and with a different underlying problem solving strategies. The work in the classroom was based on the practice of exploratory teaching. The final results of this project showed that: (i) the students use diverse strategies to solve problems; (ii) on the problems solved there was preference for the strategy “make a simulation/role play/experimentation”; (iii) the major difficulties revealed are related to understanding the problem, the strategy “work backward”, interpreting the obtained results and explaining their reasoning by written or oral expression; (iv) the students primarily undergo three phases of problem solving, “understand the problem”, “choose a plan” and “try the plan”; (iv)
Description
Keywords
Resolução de problemas Estratégias de resolução de problemas Etapas de resolução de problemas Dificuldades dos alunos na resolução de problemas Problem solving Problem solving strategies Phases of problem solving Student's difficulties in problem solving Relatório de projeto de investigação Relatório de estágio