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As ações e desafios do professor no desenvolvimento do raciocínio matemático dos alunos durante as discussões coletivas
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Advisor(s)
Abstract(s)
O presente estudo, no âmbito do Mestrado em Educação Pré-escolar e
Ensino do 1.º ciclo do Ensino Básico foca-se nas ações e desafios do professor no
desenvolvimento do raciocínio matemático dos alunos durante as discussões
coletivas. Tem como objetivo analisar e compreender de que modo posso conduzir
as discussões coletivas com vista ao desenvolvimento do raciocínio matemático.
Mais concretamente, visa responder às seguintes questões: (i) Que ações se
destacam na minha prática de condução de discussões coletivas que promovem o
raciocínio matemático dos alunos?; (ii) Com que desafios me deparo na condução
de discussões coletivas tendo em vista o desenvolvimento do raciocínio matemático
dos alunos?
A fundamentação teórica engloba a discussão e aprofundamento de temas
essenciais, como o raciocínio matemático, entendimento e processos, e a
importância do seu desenvolvimento nos primeiros anos; o ensino exploratório e o
desenvolvimento do raciocínio matemático; características das tarefas que
promovem o raciocínio matemático; as ações do professor que promovem o
raciocínio matemático durante a exploração das tarefas.
No que respeita à metodologia de investigação, este estudo enquadra-se
numa abordagem qualitativa mais propriamente corresponde a uma investigação
sobre a prática. O estudo está pensado para ser realizado, em contexto de
intervenção, com uma turma do 3.º ano de escolaridade do 1.º ciclo do Ensino
Básico, do distrito de Setúbal. Os principais métodos propostos para a recolha de
dados são a observação participante, incluindo notas de campo, manuscritas e
gravações de áudio e de vídeo e a recolha documental.
Devido às restrições impostas no âmbito da situação pandémica (Covid-19)
não foi possível obter dados empíricos. Assim, as considerações finais salientam e
antecipam desafios, com que me deparei ou posso vir a deparar, na preparação e
exploração de tarefas que visam o desenvolvimento do raciocínio matemático dos
alunos. De entre os desafios é de salientar: (i) a escolha e conceção das tarefas;
(ii) a antecipação de estratégias dos alunos; (iii) a previsão de dificuldades e de
formas de as adereçar ; (iv) a criação e gestão de ambiente estimulante em sala de aula; (v) a interpretação do raciocínio dos alunos e o reconhecimento e
potencialização dos processos utilizados.
The study in the scope of the Master in Pre-school Education and Teaching of the 1st cycle of Basic Education, focuses on the actions and challenges of the teacher in the development of students' mathematical reasoning during collective discussions. It´s aim is to analyse and understand how can I conduct collective discussions with a view to the mathematical reasoning development. More specifically, it aims to answer the following questions: (i) Which actions stand out in my practice of conducting collective discussions that promote students' mathematical reasoning?; (ii) What challenges do I face when conducting collective discussions with a view to developing students' mathematical reasoning? The theoretical foundation encompasses the discussion and deepening of essential themes, such as mathematical reasoning, understanding and processes and the importance of its development in the early years; exploratory teaching and the development of mathematical reasoning; characteristics of tasks that promote mathematical reasoning; teacher's actions that promote mathematical reasoning during the exploration of tasks. With regard to the research methodology, this study is part of a qualitative approach, more specifically an investigation of the practice. The study is designed to run in a context of intervention, on class from the 3th year of schooling of the 1st cycle of Basic Education, in the district of Setúbal. The methods proposed for data collection are mainly participant observation, including field notes handwritten, audio and video recordings, and documentary collection. In consequence of the restrictions imposed in the context of the pandemic situation (Covid-19), it was not possible to obtain empirical data. Thus, the final considerations highlight and anticipate the challenges, which I came or may come across, in the preparation and exploration of tasks aimed at the development of the students´ mathematical reasoning. Among the challenges is to highlight: (i) the choice and design of tasks; (ii) anticipating students' strategies; (iii) the prediction of difficulties and ways of adhering to them; (iv) the creation and management of stimulating environment in the classroom; (v) the interpretation of students' reasoning and the recognition and potentiation of the processes used.
The study in the scope of the Master in Pre-school Education and Teaching of the 1st cycle of Basic Education, focuses on the actions and challenges of the teacher in the development of students' mathematical reasoning during collective discussions. It´s aim is to analyse and understand how can I conduct collective discussions with a view to the mathematical reasoning development. More specifically, it aims to answer the following questions: (i) Which actions stand out in my practice of conducting collective discussions that promote students' mathematical reasoning?; (ii) What challenges do I face when conducting collective discussions with a view to developing students' mathematical reasoning? The theoretical foundation encompasses the discussion and deepening of essential themes, such as mathematical reasoning, understanding and processes and the importance of its development in the early years; exploratory teaching and the development of mathematical reasoning; characteristics of tasks that promote mathematical reasoning; teacher's actions that promote mathematical reasoning during the exploration of tasks. With regard to the research methodology, this study is part of a qualitative approach, more specifically an investigation of the practice. The study is designed to run in a context of intervention, on class from the 3th year of schooling of the 1st cycle of Basic Education, in the district of Setúbal. The methods proposed for data collection are mainly participant observation, including field notes handwritten, audio and video recordings, and documentary collection. In consequence of the restrictions imposed in the context of the pandemic situation (Covid-19), it was not possible to obtain empirical data. Thus, the final considerations highlight and anticipate the challenges, which I came or may come across, in the preparation and exploration of tasks aimed at the development of the students´ mathematical reasoning. Among the challenges is to highlight: (i) the choice and design of tasks; (ii) anticipating students' strategies; (iii) the prediction of difficulties and ways of adhering to them; (iv) the creation and management of stimulating environment in the classroom; (v) the interpretation of students' reasoning and the recognition and potentiation of the processes used.
Description
Keywords
Raciocínio matemático Ações e desafios do professor Discussões coletivas 1.º ciclo de escolaridade Mathematical reasoning Teacher's actions and challenges Collective discussions 1st cycle of schooling