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O contributo de materiais manipuláveis e recursos educativos digitais na aprendizagem da geometria
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| 1.79 MB | Adobe PDF |
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Abstract(s)
Esta investigação tem como objetivo compreender o modo como o uso de diferentes recursos, materiais manipuláveis e recursos educativos digitais, promovem a aprendizagem da geometria. Relacionadas com o objetivo da investigação, formularam-se três questões de estudo: (i) De que forma a
utilização de materiais manipuláveis contribui para a realização de tarefas de geometria?; (ii) De que forma a utilização de recursos digitais contribui para a realização de tarefas de geometria?; (iii) Qual a perceção dos alunos sobre a utilização de materiais manipuláveis e de recursos digitais na realização de tarefas de geometria?
A revisão da literatura incide sobre o aprofundamento teórico da temática do estudo, incluindo tópicos, relacionados com: ensino e a aprendizagem da geometria nos primeiros anos; a utilização de recursos na aprendizagem da geometria; papel do professor no uso de recursos para a aprendizagem da geometria e o ensino exploratório na aprendizagem da geometria.
No que diz respeito à metodologia adotada durante o estudo, esta enquadra-se na investigação sobre a própria prática, numa abordagem qualitativa e quantitativa. O estudo decorreu numa turma de 3.o ano de escolaridade, sendo a proposta pedagógica constituída por cinco tarefas que incidiram sobre a aprendizagem de conceitos geométricos apoiada no uso de materiais manipuláveis e recursos digitais.
As técnicas de recolha de dados foram a observação participante, a recolha documental e o inquérito por questionário.
A análise dos dados mostra que os alunos usaram os materiais manipuláveis disponíveis na resolução de cada tarefa e que estes parecem tê- los auxiliado tanto na resolução da tarefa como na mobilização de conceitos geométricos. Relativamente à segunda questão, o recurso digital utilizado permitiu a consolidação de conceitos geométricos aprendidos, nomeadamente nas tarefas 3 e 4. Permitiu, também, que os alunos contactarem com as diversas vistas de um sólido geométrico.
Finalmente, no que respeita à perceção dos alunos sobre o uso de materiais, estes evidenciam a importância que atribuem ao uso dos materiais manipuláveis, referindo a sua utilização como um apoio à sua aprendizagem, considerando-os divertidos e acessíveis. Em suma, os alunos evidenciaram o gosto pela prática de abordagem de ensino exploratório que foi adotada durante as cinco tarefas presentes neste relatório e, a sua realização, permitiu a compreensão de conceitos geométricos.
This investigation aims to understand how the use of different resources, manipulative materials and digital educational resources, promote the learning of geometry. Related to the research objective, three study questions were formulated: (i) Does the use of manipulable materials contribute to the performance of geometry tasks?; (ii) Does the use of digital resources contribute to performing geometry tasks?; (iii) The students' perception of the use of manipulable materials and digital resources in carrying out geometry tasks. The literature review focuses on the theoretical deepening of the study theme, including topics related to: teaching and learning geometry in the early years; the use of resources in learning geometry; the teacher's role in the use of resources for learning geometry, and exploratory teaching in geometry learning. The methodology adopted during the study, this fits into the investigation of the practice itself, in a qualitative and quantitative approach. The study took place in a 3rd-grade class, and the pedagogical proposal consisted of five tasks that focused on learning geometric concepts supported using manipulable materials and digital resources. Data collection techniques were participant observation, documentary collection and questionnaire survey. Data analysis shows that the students used the manipulable materials available in solving each task and that these seem to have helped them both in solving the task and in mobilizing geometric concepts. Regarding the second question, the digital resource used allowed the consolidation of geometric concepts learned, namely in tasks 3 and 4. It also allowed students to contact the different views of a geometric solid. Finally, about the students' perception of the use of materials, they highlight the importance they attach to the use of manipulative materials, referring to their use as a support for their learning, considering them fun and accessible. In short, the students showed a taste for the practice of the exploratory teaching approach that was adopted during the five tasks presented in this report and, its accomplishment, allowed the understanding of geometric concepts.
This investigation aims to understand how the use of different resources, manipulative materials and digital educational resources, promote the learning of geometry. Related to the research objective, three study questions were formulated: (i) Does the use of manipulable materials contribute to the performance of geometry tasks?; (ii) Does the use of digital resources contribute to performing geometry tasks?; (iii) The students' perception of the use of manipulable materials and digital resources in carrying out geometry tasks. The literature review focuses on the theoretical deepening of the study theme, including topics related to: teaching and learning geometry in the early years; the use of resources in learning geometry; the teacher's role in the use of resources for learning geometry, and exploratory teaching in geometry learning. The methodology adopted during the study, this fits into the investigation of the practice itself, in a qualitative and quantitative approach. The study took place in a 3rd-grade class, and the pedagogical proposal consisted of five tasks that focused on learning geometric concepts supported using manipulable materials and digital resources. Data collection techniques were participant observation, documentary collection and questionnaire survey. Data analysis shows that the students used the manipulable materials available in solving each task and that these seem to have helped them both in solving the task and in mobilizing geometric concepts. Regarding the second question, the digital resource used allowed the consolidation of geometric concepts learned, namely in tasks 3 and 4. It also allowed students to contact the different views of a geometric solid. Finally, about the students' perception of the use of materials, they highlight the importance they attach to the use of manipulative materials, referring to their use as a support for their learning, considering them fun and accessible. In short, the students showed a taste for the practice of the exploratory teaching approach that was adopted during the five tasks presented in this report and, its accomplishment, allowed the understanding of geometric concepts.
Description
Keywords
1º Ciclo do Ensino Básico Geometria Materiais manipuláveis Recursos educativos digitais Ensino exploratório 1st Cicle of Basic Education Geometry Manipulable materials Digital education resources Exploratory teaching