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Diferenciar em matemática: as potencialidades das tarefas paralelas no desenvolvimento do cálculo mental
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| 1.78 MB | Adobe PDF |
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Abstract(s)
Este estudo incide na diferenciação em Matemática para trabalhar o cálculo mental e foi realizado em contexto de estágio curricular entre março e maio de 2018 numa turma de 4.º ano com 19 alunos. O objetivo da investigação é analisar e interpretar de modo reflexivo a minha prática pedagógica centrada nas potencialidades das tarefas paralelas enquanto estratégia diferenciadora na área da matemática.
A investigação segue uma abordagem qualitativa em que para a recolha de dados os principais métodos foram a observação participante e a recolha documental. As formas de registo utilizadas foram a gravação de vídeo, transcrições integrais das gravações, notas de campo e produções dos alunos. A análise incide na interpretação dos dados recolhidos durante as discussões coletivas e nas estratégias utilizadas na atribuição das tarefas paralelas.
As conclusões do estudo evidenciam várias potencialidades da exploração das tarefas paralelas focadas numa mesma ideia-chave, nomeadamente i) a compreensão da ideia-chave a ser trabalhada, ii) permite que as crianças realizem tarefas mais desafiantes para o seu “nível” de conhecimento, iii) permite que o professor partilhe com os alunos a explicação de estratégias de cálculo mental. Os resultados do estudo indicam que a atribuição e a progressão do nível de tarefa a realizar por cada um dos alunos não é um processo linear e que deve ser reajustado sempre que necessário, de acordo com as dificuldades das crianças.
The study focuses on the differentiation in mathematics to work the mental calculus and was carried out in the context of the curricular stage between March and May 2018 in a class of 4th year with 19 students. The objective of the research is to analyze and interpret in a reflective way my pedagogical practice, centered on the potentialities of parallel tasks as a differentiating strategy in the area of mathematics. The research follows a qualitative approach in which the main methods for collecting data were participant observation and documentary collection. The forms of recording used were video recording, full transcripts of recordings, field notes and student productions. The analysis focuses on the interpretation of the data gathered during the collective discussions and on the strategies used in the attribution of the parallel tasks. The conclusions of the study show several potentialities of exploring parallel tasks focused on the same key idea, namely i) understanding the key idea to be worked on, ii) allowing children to perform tasks more challenging for their "level" of knowledge , iii) allows the sharing with the students of the explanation of mental calculation strategies. The results of the study indicate that the assignment and progression of the level of task to be performed by each of the students is not a linear process and should be adjusted whenever necessary, according to the difficulties of the children.
The study focuses on the differentiation in mathematics to work the mental calculus and was carried out in the context of the curricular stage between March and May 2018 in a class of 4th year with 19 students. The objective of the research is to analyze and interpret in a reflective way my pedagogical practice, centered on the potentialities of parallel tasks as a differentiating strategy in the area of mathematics. The research follows a qualitative approach in which the main methods for collecting data were participant observation and documentary collection. The forms of recording used were video recording, full transcripts of recordings, field notes and student productions. The analysis focuses on the interpretation of the data gathered during the collective discussions and on the strategies used in the attribution of the parallel tasks. The conclusions of the study show several potentialities of exploring parallel tasks focused on the same key idea, namely i) understanding the key idea to be worked on, ii) allowing children to perform tasks more challenging for their "level" of knowledge , iii) allows the sharing with the students of the explanation of mental calculation strategies. The results of the study indicate that the assignment and progression of the level of task to be performed by each of the students is not a linear process and should be adjusted whenever necessary, according to the difficulties of the children.
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Keywords
Diferenciação pedagógica Diferenciar em matemática Tarefas paralelas Reflexão sobre a prática Pedagogic differentiation Differentiate in mathematics Parallel tasks Reflection on practice