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Relatório Final da Prática de Ensino Supervisionada Que estratégia escolho eu? A importância da resolução de problemas e das interações sociais para a aprendizagem matemática
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Abstract(s)
A resolução de problemas é reconhecida, no currículo da matemática, como uma atividade relevante. Os professores estão atentos à importância deste processo no ensino da matemática. Contudo, os resultados dos alunos nas provas nacionais e internacionais demonstram-se insatisfatórios (PISA, 2003). O presente trabalho emerge da reflexão de uma futura profissional de educação, ao observar a inexistência de um ensino sistemático e explícito, em sala de aula, em resolução de problemas. Desta forma, estruturou-se um trabalho com propósitos pedagógicos e investigativos que tem por objetivo perceber as potencialidades e fragilidades dos alunos e verificar as estratégias utilizadas por si na resolução de problemas.
Este trabalho é construído durante a Prática de Ensino Supervisionada, desenvolvida num grupo de pré-escolar, com idades compreendidas entre os 3 e os 5, e numa turma de 1.º ciclo do ensino básico, do 3.º ano de escolaridade. Assumimos um paradigma interpretativo e desenvolvemos um projeto de investigação-ação. Como participantes temos o grupo do pré-escolar, a turma do 3.º ano de escolaridade e a educadora/professora/investigadora. Os instrumentos de recolha de dados foram a observação, diário de bordo, conversas informais e recolha documental.
Os resultados evidenciaram a importância que a resolução de problemas assume na sala de aula para a promoção de aprendizagens com sentido para os alunos. A criação de momentos de diálogo e partilha, fomentados pela proposta de Pólya (1945), permitiu aos alunos explorar os problemas, as estratégias e os resultados discutidos em aula, compreendendo a importância de resolver um problema. Para além disso, possibilitou que os alunos desenvolvessem capacidades e competências (matemáticas) essenciais para o sucesso escolar a matemática.
In the curriculum of mathematics solving a problem is known as a relevant process of learning. Thus, teachers must be aware of it. However, students´ results in the national and international external evaluation are quite far away from desirable (GAVE, 2004). This work emerged after a deep analysis from the perspective of an observer and a future primary teacher that realizes the lack of existence of an educational system systematic and explicit in solving those problems, specially what concerns to the classroom contexts. According to this, we have structured a work with pedagogical and researchable aims with the goal of understanding the potentialities and weaknesses of the students concerning solving problems and also with solving strategies used by them. This study was part of a pre-service training practice, developed with preschool children with age between 3 to 5 years old and a primary group (3rd grade students). We assumed an interpretative paradigm and developed an action research project. The participants were preschool’s children, students from 3rd grade and educator/teacher/researcher. Data were collected through observation, researcher’s diary, informal conversations and documents. The results illuminate the importance of solving problems to promote meaningful mathematical learning for students. They also pointed out that the construction of sharing moments that include conversations, as Pólya stressed (1954), allowed students develop mathematical abilities and competencies that are essential for the academic success in this subject.
In the curriculum of mathematics solving a problem is known as a relevant process of learning. Thus, teachers must be aware of it. However, students´ results in the national and international external evaluation are quite far away from desirable (GAVE, 2004). This work emerged after a deep analysis from the perspective of an observer and a future primary teacher that realizes the lack of existence of an educational system systematic and explicit in solving those problems, specially what concerns to the classroom contexts. According to this, we have structured a work with pedagogical and researchable aims with the goal of understanding the potentialities and weaknesses of the students concerning solving problems and also with solving strategies used by them. This study was part of a pre-service training practice, developed with preschool children with age between 3 to 5 years old and a primary group (3rd grade students). We assumed an interpretative paradigm and developed an action research project. The participants were preschool’s children, students from 3rd grade and educator/teacher/researcher. Data were collected through observation, researcher’s diary, informal conversations and documents. The results illuminate the importance of solving problems to promote meaningful mathematical learning for students. They also pointed out that the construction of sharing moments that include conversations, as Pólya stressed (1954), allowed students develop mathematical abilities and competencies that are essential for the academic success in this subject.
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Keywords
Educação pré-escolar 1.º Ciclo do Ensino Básico Matemática Resolução de problemas Preschool education Primary school Mathematics Solving problems