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Resolução de tarefas multiplicativas
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Abstract(s)
Este é o Projeto Final, conclusivo do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico. Baseou-se num projeto iniciado em 2012, ‘Pensamento numérico e cálculo flexível: Aspetos críticos’.
Propus-me como objetivo principal do meu projeto final responder à questão: “ Qual o conhecimento pessoal que os alunos usam para resolver tarefas de multiplicação?”. O quadro teórico integra uma temática essencial: a multiplicação, explicando as suas propriedades, a sua aprendizagem e por fim, o papel do professor.
O método para este estudo enquadra-se nas características da investigação qualitativa e considerando o estudo a realizar, este enquadra-se no paradigma interpretativo. O método de recolha de dados utilizado foi a entrevista clínica, realizada a 4 alunos de 3º ano propondo uma tarefa de multiplicação.
As conclusões sobre o conhecimento pessoal dos alunos na resolução da tarefa matemática evidenciam que: (i) um dos alunos demonstra estar na fase inicial da aprendizagem da multiplicação, formação de grupos utilizando a adição; (ii) o segundo aluno demonstra não necessitar de suportar os seus cálculos no seu significado; (iii) outro dos alunos utiliza a tabuada para resolver a tarefa; (iv) o quarto aluno demonstra dominar a multiplicação por 10, mas não domina outros procedimentos que podiam apoiar uma passagem mais rápida do cálculo.
Apesar dos entrevistados serem todos alunos do 3º ano, com a mesma idade e apreciadores de matemática, pude concluir que cada um deles está em fases diferentes da aprendizagem da multiplicação.
This is the Final Project, conclusive of the Master in Preschool Education and Teaching of the 1st Cycle of Primary School. This paper aims to answer the question: “Which personal knowledge students use to solve multiplication tasks?”. The theoretical framework includes a short discussion focused on multiplication, in its properties, learning. Included is also a small analysis and the teacher's role as a promoter of student learning. The method used in this study fits in the characteristics of qualitative research and, considering the study to be performed, this is part of the interpretative paradigm. The data collection method used was a clinical interview, conducted to 4 students of 3rd year during which they exploited a multiplication task. The conclusions on the personal knowledge of students in solving the mathematical task demonstrate that: (i) one student proves to be in the initial phase of the multiplication learning through the formation of groups with the same number of elements and using the addition; (ii) another student shows an ability to reason formally, without having to bear his calculations in its meaning; (iv) other student uses the multiplication table to solve the task; (iv) the fourth student demonstrates to master the multiplication by 10, but doesn’t dominate other procedures that could support a faster calculation passage. Although the interviewed are all students of the 3rd year, with the same age and math lovers, I was able to conclude that each is at different stages of the learning multiplication.
This is the Final Project, conclusive of the Master in Preschool Education and Teaching of the 1st Cycle of Primary School. This paper aims to answer the question: “Which personal knowledge students use to solve multiplication tasks?”. The theoretical framework includes a short discussion focused on multiplication, in its properties, learning. Included is also a small analysis and the teacher's role as a promoter of student learning. The method used in this study fits in the characteristics of qualitative research and, considering the study to be performed, this is part of the interpretative paradigm. The data collection method used was a clinical interview, conducted to 4 students of 3rd year during which they exploited a multiplication task. The conclusions on the personal knowledge of students in solving the mathematical task demonstrate that: (i) one student proves to be in the initial phase of the multiplication learning through the formation of groups with the same number of elements and using the addition; (ii) another student shows an ability to reason formally, without having to bear his calculations in its meaning; (iv) other student uses the multiplication table to solve the task; (iv) the fourth student demonstrates to master the multiplication by 10, but doesn’t dominate other procedures that could support a faster calculation passage. Although the interviewed are all students of the 3rd year, with the same age and math lovers, I was able to conclude that each is at different stages of the learning multiplication.
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Keywords
Aprendizagem da multiplicação Entrevistas clinicas Tarefa matemática Multiplication learning Clinical interviews Mathematical tasks Relatório de projeto de investigação Relatório de estágio