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Resolução e Formulação de Problemas: uma experiência de ensino no 4.ºano do 1.º CEB
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A resolução e formulação de problemas são competências que devem ser desenvolvidas, nos alunos, desde os primeiros anos de escolaridade, uma vez que podem ser utilizadas como uma abordagem para a aprendizagem da matemática. Neste sentido, é necessário que, durante a sua abordagem, tanto a resolução como a formulação de problemas, propiciem a construção de aprendizagens significativas. Para além dos conhecimentos e capacidades matemáticas, estas devem ainda englobar a discussão, argumentação e interação entre a diversidade de ideias, estratégias e raciocínios, envolvendo igualmente a sua capacidade de se expressarem oralmente, apelando ao espírito crítico, criativo e colaborativo. Este capítulo visa apresentar uma experiência de ensino que envolveu a resolução e a formulação de problemas, sendo nosso propósito caracterizar as estratégias utilizadas, pelos alunos, na resolução de três problemas e as dificuldades destes na construção do enunciado de um problema com os dados de 3 situações diferentes. Recorreu-se a uma metodologia de investigação qualitativa, descritiva e interpretativa. Os dados foram recolhidos através das produções dos alunos, registos vídeo, áudio e fotográfico e notas de campo. A análise das produções dos alunos permitiu observar que esta experiência de ensino proporcionou aos alunos o desenvolvimento de diferentes capacidades, relacionadas com a compreensão do problema; as estratégias de resolução de problemas e a verificação das soluções para o problema.
Problem solving and formulation are skills that should be developed in students from the first years of schooling, as they can be used as an approach to learning mathematics. In this sense, it is necessary that, during its approach, both the resolution and the formulation of problems, provide the construction of significant learning. In addition to mathematical knowledge and skills, these must also encompass discussion, argumentation and interaction between the diversity of ideas, strategies and reasoning, also involving their ability to express themselves orally, appealing to the critical, creative and collaborative spirit. This chapter aims to present a teaching experience that involved solving and formulating problems, with our purpose being to characterize the strategies used by students in solving three problems and their difficulties in constructing a problem statement with data from 3 different situations. A qualitative, descriptive and interpretative research methodology was used. Data was collected through student productions, video, audio and photographic records and field notes. The analysis of the students' productions allowed us to observe that this teaching experience provided students with the development of different skills, related to understanding the problem; problem solving strategies and verification of solutions to the problem.
Problem solving and formulation are skills that should be developed in students from the first years of schooling, as they can be used as an approach to learning mathematics. In this sense, it is necessary that, during its approach, both the resolution and the formulation of problems, provide the construction of significant learning. In addition to mathematical knowledge and skills, these must also encompass discussion, argumentation and interaction between the diversity of ideas, strategies and reasoning, also involving their ability to express themselves orally, appealing to the critical, creative and collaborative spirit. This chapter aims to present a teaching experience that involved solving and formulating problems, with our purpose being to characterize the strategies used by students in solving three problems and their difficulties in constructing a problem statement with data from 3 different situations. A qualitative, descriptive and interpretative research methodology was used. Data was collected through student productions, video, audio and photographic records and field notes. The analysis of the students' productions allowed us to observe that this teaching experience provided students with the development of different skills, related to understanding the problem; problem solving strategies and verification of solutions to the problem.
Descrição
Palavras-chave
Resolução de problemas Formulação de problemas Matemática 1.º Ciclo do Ensino Básico Problem solving Problem formulation Mathematics Primary education
Contexto Educativo
Citação
Editora
Escola Superior de Educação de Coimbra
Coleções
Licença CC
Sem licença CC