Loading...
Publication
O Contributo das Tecnologias para a Aprendizagem da Matemática numa Turma de 4º ano do 1º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 8.88 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O uso das tecnologias no quotidiano e a sua evolução, despertam o interesse e a curiosidade dos alunos, visto que estes desde tenra idade são estimulados pelos mais variados equipamentos digitais. Aliando o interesse e a curiosidade dos alunos, ao ensino, percebemos que as tecnologias podem servir como um excelente recurso para a aprendizagem, no caso deste estudo, da Matemática.
O trabalho que aqui se apresenta parte de uma reflexão e experiência de um futuro docente, que observou a falta de motivação geral dos alunos para a aprendizagem da Matemática. Foi desta forma, que sentiu a necessidade de organizar e criar conteúdos, utilizando recursos digitais que permitissem estimular o interesse e envolvimento dos alunos para a aprendizagem da Matemática.
Este trabalho foi construído e desenvolvido durante o período da prática de ensino supervisionada, no contexto de uma turma do 4.º ano de escolaridade do 1.º ciclo do ensino básico. Para ser possível a concretização deste projeto desenvolveu-se uma investigação-ação, do paradigma interpretativo.
Os participantes neste estudo foram os alunos de uma turma de 4.º ano de escolaridade do 1.º ciclo do ensino básico, o professor/investigador e a professora cooperante. Como instrumentos de recolha de dados foram utilizados a observação, o diário de bordo, as conversas informais, a recolha documental e os protocolos dos alunos.
Relativamente aos resultados, foi evidente o aumento da motivação e interesse dos alunos no que diz respeito às aprendizagens dos conhecimentos trabalhados, havendo também uma evolução positiva nos resultados dos alunos. Os momentos de partilha de estratégias foram fundamentais para a compreensão dos alunos, bem como permitiu o desenvolvimento de capacidades e competências matemáticas que influenciam o desempenho escolar.
The use of technologies in everyday life and their evolution arouse the interest and curiosity of students, since they are stimulated by the most varied digital equipment from a very early age. Combining the students’ interest and curiosity with teaching, we realize that technologies can serve as an excellent tool for learning, in this case, Mathematics. The work presented here comes from a reflection and experience of a future teacher, who observed the general lack of motivation of students to learn mathematics. Thus, he felt the need to organize and create contents, using digital resources that could stimulate the interest and involvement of students for learning Mathematics. This work was developed during the supervised teaching practice period, in the context of a 4th grade of the primary education. In order to make this project possible, an action research of the interpretative paradigm was developed. The participants in this study were the students of a 4th grade class of primary education, the teacher/researcher and the supervisor teacher. Observation, teacher/researcher’s diary, informal conversations, documents, and students’ protocols were used as data collection instruments. Regarding the results, it was evident the increase in motivation and interest of students with respect to learning the mathematical knowledge covered, and there was also a positive evolution in the results of students in these knowledge. The moments of strategy sharing were fundamental for the students' understanding, as well as allowed the development of mathematical abilities and competencies that influence school performance.
The use of technologies in everyday life and their evolution arouse the interest and curiosity of students, since they are stimulated by the most varied digital equipment from a very early age. Combining the students’ interest and curiosity with teaching, we realize that technologies can serve as an excellent tool for learning, in this case, Mathematics. The work presented here comes from a reflection and experience of a future teacher, who observed the general lack of motivation of students to learn mathematics. Thus, he felt the need to organize and create contents, using digital resources that could stimulate the interest and involvement of students for learning Mathematics. This work was developed during the supervised teaching practice period, in the context of a 4th grade of the primary education. In order to make this project possible, an action research of the interpretative paradigm was developed. The participants in this study were the students of a 4th grade class of primary education, the teacher/researcher and the supervisor teacher. Observation, teacher/researcher’s diary, informal conversations, documents, and students’ protocols were used as data collection instruments. Regarding the results, it was evident the increase in motivation and interest of students with respect to learning the mathematical knowledge covered, and there was also a positive evolution in the results of students in these knowledge. The moments of strategy sharing were fundamental for the students' understanding, as well as allowed the development of mathematical abilities and competencies that influence school performance.
Description
Keywords
1.º Ciclo do Ensino Básico, Matemática, Tecnologias. Primary Education, Mathematics, Technologies