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Práticas do professor que potenciam discussões coletivas produtivas
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| Documento principal | 2.01 MB | Adobe PDF |
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Abstract(s)
Esta investigação tem como objetivo descrever e analisar as minhas práticas de seleção/adaptação/construção de tarefas de matemática e de orquestração de discussões coletivas produtivas dessas tarefas. Mais concretamente, visa identificar e compreender as preocupações que sobressaem e os desafios que colocam quando me envolvo neste tipo de trabalho. A fundamentação teórica inclui três temáticas: (i) O ensino exploratório, salientado aspetos importantes inerentes ao papel do professor nesta perspetiva de ensino da Matemática, (ii) As tarefas, discutindo o seu significado, a importância da escolha das tarefas e a sua classificação e (iii) As práticas de orquestração de discussões coletivas produtivas. O estudo segue uma metodologia de cariz qualitativo e constitui uma investigação sobre a minha própria prática. A recolha de dados incluiu a observação participante e a análise documental. Os participantes deste estudo correspondem à investigadora e aos alunos da turma 29 da Escola Básica N.º1/Jardim de Infância Professor Bento Jesus Caraça. Os resultados deste estudo apontam para a escolha das tarefas, que potenciem o uso de diversas estratégias, que não sejam muito difíceis e que despertem o interesse dos alunos, aspetos que, simultaneamente, revelam constituir os principais desafios nas práticas de seleção/adaptação/construção de tarefas. No que se refere à orquestração de discussões coletivas produtivas, são vários os aspetos associados às práticas de antecipar, monitorizar, selecionar e sequenciar estratégias de resolução das tarefas, que se vão atenuando ao longo do desenvolvimento do projeto. Para além destas, destacam-se, também, preocupações associadas à gestão da apresentação e da discussão das resoluções dos alunos. Os principais desafios surgem associados a este momento de trabalho em torno das tarefas e ao estabelecimento de conexões entre as estratégias dos alunos.
This research aims to describe and analyze my practices of selection / adaptation / construction math assignments and orchestration of productive collective discussions of these tasks. More specifically, it aims to identify and understand the aspects of the concerns and challenges that stand that place when I get involved in this type of work. The theoretical framework includes three themes: (i) the exploratory teaching, highlighted important aspects inherent in the teacher's role in teaching mathematics of perspective, (ii) the tasks, discussing its meaning, its importance to the students' learning and their classification and (iii) the productive collective discussions orchestration practices. The study follows a qualitative nature and methodology is an investigation on my own practice. Data collection included participant observation and document analysis. The participants in this study correspond to the researcher and the students of class 29 of the Basic School No.1 / Kindergarten Teacher Bento Jesus Caraça. The results of this study point to the choice of tasks, maximizing the use of various strategies, it is not too difficult and that arouse students' interest, aspects that simultaneously reveal constitute the main challenges in the practice of selection / adaptation / construction tasks. With regard to the orchestration of productive group discussions, several aspects associated with the practices anticipate, monitor, select and sequence of tasks solving strategies, which will attenuate along the project development. In addition to these, the highlights are also concerns associated with managing the presentation and discussion of the resolutions of the students. The main challenges arise for this time to work around the tasks and the establishment of connections between students' strategies.
This research aims to describe and analyze my practices of selection / adaptation / construction math assignments and orchestration of productive collective discussions of these tasks. More specifically, it aims to identify and understand the aspects of the concerns and challenges that stand that place when I get involved in this type of work. The theoretical framework includes three themes: (i) the exploratory teaching, highlighted important aspects inherent in the teacher's role in teaching mathematics of perspective, (ii) the tasks, discussing its meaning, its importance to the students' learning and their classification and (iii) the productive collective discussions orchestration practices. The study follows a qualitative nature and methodology is an investigation on my own practice. Data collection included participant observation and document analysis. The participants in this study correspond to the researcher and the students of class 29 of the Basic School No.1 / Kindergarten Teacher Bento Jesus Caraça. The results of this study point to the choice of tasks, maximizing the use of various strategies, it is not too difficult and that arouse students' interest, aspects that simultaneously reveal constitute the main challenges in the practice of selection / adaptation / construction tasks. With regard to the orchestration of productive group discussions, several aspects associated with the practices anticipate, monitor, select and sequence of tasks solving strategies, which will attenuate along the project development. In addition to these, the highlights are also concerns associated with managing the presentation and discussion of the resolutions of the students. The main challenges arise for this time to work around the tasks and the establishment of connections between students' strategies.
Description
Keywords
Tarefas Comunicação matemática Orquestração de discussões coletivas produtivas Práticas do professor Tasks Mathematical communication Orchestration of productive group discussions Teacher practices Relatório de projeto de investigação Relatório de estágio