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A aprendizagem de números racionais através de múltiplas representações: um estudo no 4.º ano de escolaridade
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Abstract(s)
O presente relatório de investigação apresenta um estudo realizado em
contexto de 1.º Ciclo do Ensino Básico, numa turma de 4.º ano de
escolaridade, no âmbito do Mestrado em Educação Pré-Escolar e Ensino do
1.º Ciclo do Ensino Básico. O estudo tem como tema múltiplas representações
de números racionais e pretende compreender de que forma é que os alunos
utilizam e relacionam diferentes representações de número racional e qual o
contributo dos modelos para essas transformações realizadas pelos alunos.
No que se refere à metodologia adotada, o estudo enquadra-se numa
abordagem de caráter qualitativo, seguindo uma metodologia sobre a prática.
Durante a investigação foram recolhidas notas de campo e realizados registos,
em forma de vídeo, áudio e fotográfico, durante as fases de implementação,
com o intuito de permitir, posteriormente, a análise dos resultados obtidos.
Durante a intervenção pedagógica foram implementadas cinco tarefas
matemáticas, desenvolvidas em aulas que se apoiavam na abordagem de
ensino exploratório.
Através deste estudo foi possível inferir que o trabalho em torno de
múltiplas representações que os números racionais podem assumir, apresenta
benefícios para o processo de aprendizagem. Os alunos estabeleceram
relações entre diferentes representações de número racional – simbólicaicónica, icónica-simbólica e entre representações simbólicas – para as quais
a representação em percentagem assumiu particular importância. Para além
disso, o recurso aos modelos evidenciou-se como essencial uma vez que
permitiu que os alunos realizassem transformações entre diferentes
representações de números racionais e que lhes atribuíssem significado,
contribuindo assim para a compreensão de número racional.
This research report presents a study carried out in the context of the 1st Cycle of Basic Education, in a 4th grade class, within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The study has as its theme multiple representations of rational numbers and aims to understand how students use and relate different representations of rational numbers and what is the contribution of the models to these transformations carried out by the students. Regarding the methodology adopted, the study is part of a qualitative approach, following a methodology based on practice. During the research, field notes were collected, and video, audio and photographic records were taken during the implementation phases, to allow, later, the analysis of the results obtained. From the results obtained, there was an evolution of the children's learning regarding the research problem and the defined objectives. During the pedagogical intervention, five mathematical tasks were implemented, developed in classes based on the exploratory teaching approach. Through this study it is possible to infer that the work around multiple representations that rational numbers can assume has benefits for the learning process. The students’ established relationships between different representations of rational number – symbolic-iconic, iconic-symbolic, and between symbolic representations – for which percentage representation was particularly important. In addition, the use of models proved to be essential as it supported students to perform transformations between different representations of rational numbers, and that would attribute meaning to them, thus contributing to the understanding of rational numbers.
This research report presents a study carried out in the context of the 1st Cycle of Basic Education, in a 4th grade class, within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The study has as its theme multiple representations of rational numbers and aims to understand how students use and relate different representations of rational numbers and what is the contribution of the models to these transformations carried out by the students. Regarding the methodology adopted, the study is part of a qualitative approach, following a methodology based on practice. During the research, field notes were collected, and video, audio and photographic records were taken during the implementation phases, to allow, later, the analysis of the results obtained. From the results obtained, there was an evolution of the children's learning regarding the research problem and the defined objectives. During the pedagogical intervention, five mathematical tasks were implemented, developed in classes based on the exploratory teaching approach. Through this study it is possible to infer that the work around multiple representations that rational numbers can assume has benefits for the learning process. The students’ established relationships between different representations of rational number – symbolic-iconic, iconic-symbolic, and between symbolic representations – for which percentage representation was particularly important. In addition, the use of models proved to be essential as it supported students to perform transformations between different representations of rational numbers, and that would attribute meaning to them, thus contributing to the understanding of rational numbers.
Description
Keywords
Números racionais Múltiplas representações Múltiplas representações Modelos Ensino exploratório Rational numbers Multiple representations Models Exploratory teaching