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CONCEÇÕES DOS PROFESSORES DO 1.º CICLO DO ENSINO BÁSICO SOBRE O ENSINO E A APRENDIZAGEM DA MATEMÁTICA: UM ESTUDO DE CASO
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Abstract(s)
A Matemática apresenta um papel fundamental no dia a dia dos alunos (Baroody, 2002; NCTM, 2007, 2017; Ponte & Serrazina, 2000; Rodrigues, 2010). No entanto, é vista, no geral, como uma disciplina difícil e influenciada por questões sociais sendo assim acompanhada, há vários anos, por uma conotação negativa (Ponte 1992).
No 1.º ciclo do ensino básico, apesar das conceções negativas, cabe ao professor adequar a sua prática às necessidades de cada grupo e influenciar, de forma positiva, para o gosto e interesse dos alunos pela área da Matemática. Assim, esta investigação tem como objetivo conhecer as conceções dos professores de 1.º ciclo do ensino básico perante o ensino e a aprendizagem da Matemática, no sentido de perceber a satisfação com a sua formação e a influência que o docente tem no gosto, dos alunos, pela área.
Assumimos um paradigma interpretativo e desenvolvemos um design de estudo de caso (Bogdan & Biklen, 1994; Ponte, 2006). Os participantes foram 210 docentes do 1.º ciclo do ensino básico. Como instrumentos de recolha de dados utilizámos um questionário, uma entrevista semi-estruturada a quatro professoras, o diário de bordo e a recolha documental. O tratamento e análise de dados baseou-se em análise estatística e análise de conteúdo (Quivy & Campenhoudt, 1998).
Os resultados evidenciam que, de um modo geral, os docentes estão satisfeitos com a sua formação inicial para lecionar nos primeiros anos, no entanto, salientam a necessidade de uma formação contínua. Ainda assim, assumem dificuldades sentidas nesta área e a grande influência do professor para o gosto e interesse dos alunos nos primeiros anos de escolaridade.
Nowadays, Mathematics assume an important role in the students' daily life (Baroody, 2002; NCTM, 2007, 2017; Ponte & Serrazina, 2000; Rodrigues, 2010). However, Mathematics is associated as a difficult subject and also influenced by social matters. Thus, being for several years, labelled with a negative connotation (Ponte 1992). Despite of negative conceptions, in primary education, the teachers should adequate their practices to the students' needs and to influence, in a positive way, the interest and like of the students for Mathematics. Thus, the aim of this study is to understand first grade teachers’ perceptions towards teaching and learning of Mathematics. Moreover, to understand the teacher's pre and in-service training satisfaction and the influence of the teacher on students’ motivation. We assume an interpretive paradigm and develop a case study (Bogdan & Biklen, 1994; Ponte, 2006). The participants were the 210 first-grade teachers’. Data was collected through a questionnaire, a semi-structed interview for four teachers, a researcher’s diary and documents. The treatment and analysis of data was conducted by administrating mixed methods both qualitative and quantitative research instruments (Quivy & Campenhoudt, 1998). The results show that the teachers are motivated with their pre-service training during the first teaching years. However, teachers emphasized the need for on-going training. Nevertheless, teachers assume difficulties when they teach Mathematics and the way they could influence students for the like, interest and motivation on this curricular area, namely in the primary education.
Nowadays, Mathematics assume an important role in the students' daily life (Baroody, 2002; NCTM, 2007, 2017; Ponte & Serrazina, 2000; Rodrigues, 2010). However, Mathematics is associated as a difficult subject and also influenced by social matters. Thus, being for several years, labelled with a negative connotation (Ponte 1992). Despite of negative conceptions, in primary education, the teachers should adequate their practices to the students' needs and to influence, in a positive way, the interest and like of the students for Mathematics. Thus, the aim of this study is to understand first grade teachers’ perceptions towards teaching and learning of Mathematics. Moreover, to understand the teacher's pre and in-service training satisfaction and the influence of the teacher on students’ motivation. We assume an interpretive paradigm and develop a case study (Bogdan & Biklen, 1994; Ponte, 2006). The participants were the 210 first-grade teachers’. Data was collected through a questionnaire, a semi-structed interview for four teachers, a researcher’s diary and documents. The treatment and analysis of data was conducted by administrating mixed methods both qualitative and quantitative research instruments (Quivy & Campenhoudt, 1998). The results show that the teachers are motivated with their pre-service training during the first teaching years. However, teachers emphasized the need for on-going training. Nevertheless, teachers assume difficulties when they teach Mathematics and the way they could influence students for the like, interest and motivation on this curricular area, namely in the primary education.
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Keywords
Matemática, conceções de professores, 1.º ciclo do ensino básico, ensino e aprendizagem e formação de professores. Mathematics, teachers’ conceptions, primary education, and teaching and learning.