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O papel das tarefas contextualizadas na promoção da aprendizagem da matemática
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 13.23 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A presente investigação surge no âmbito da unidade curricular de Seminário de
Intervenção e Investigação Educacional, decorrente da Prática de Ensino Supervisionada.
O tema central visa o papel das tarefas contextualizadas na promoção de uma
aprendizagem matemática rica, que fomente o desenvolvimento das capacidades
transversais descritas nas Aprendizagens Essenciais de Matemática do 1.º Ciclo do
Ensino Básico (2021). A prática supervisionada transcorreu numa instituição de cariz
privado, numa turma do 4.º ano de escolaridade. Primeiramente, procedeu-se a uma
observação naturalista das tarefas matemáticas propostas pela professora cooperante,
contextualizadas com as vivências do dia-a-dia dos alunos. Numa segunda fase, realizouse
a implementação de tarefas matemáticas contextualizadas, de maneira a analisar e
refletir com mais detalhe que capacidades matemáticas transversais são potencializadas
por essas tarefas. A metodologia utilizada foi de natureza qualitativa, tendo como técnicas
de recolha de dados a observação e a entrevista, e como instrumentos para registar
evidências o diário de bordo, notas de campo, registos fotográficos e gravações de áudio.
ABSTRACT: The present research arises within the scope of the course unit “Seminar on Educational Intervention and Research”, followed from the Supervised Teaching Practice. The central theme aims the role of contextualized tasks in promotion rich mathematical learning experience that fosters the development of the transversal capacities described in the Essential Learnings of Mathematics for the 1st Cycle of Basic Education (2021). The supervised practice took place in a private institution, following a 4th-grade class. Firstly, a naturalistic observation of the mathematical tasks proposed by the cooperating teacher was carried out in the context of the students' day-to-day experiences. In a second phase, the contextualized mathematical tasks were implemented to analyze and reflect in more detail on which transversal mathematical capacities are enhanced by these tasks. The methodology used was qualitative in nature, with observation and interview as data collection techniques, and a logbook, field notes, photographic records, and audio recordings as instruments for recording evidence. .
ABSTRACT: The present research arises within the scope of the course unit “Seminar on Educational Intervention and Research”, followed from the Supervised Teaching Practice. The central theme aims the role of contextualized tasks in promotion rich mathematical learning experience that fosters the development of the transversal capacities described in the Essential Learnings of Mathematics for the 1st Cycle of Basic Education (2021). The supervised practice took place in a private institution, following a 4th-grade class. Firstly, a naturalistic observation of the mathematical tasks proposed by the cooperating teacher was carried out in the context of the students' day-to-day experiences. In a second phase, the contextualized mathematical tasks were implemented to analyze and reflect in more detail on which transversal mathematical capacities are enhanced by these tasks. The methodology used was qualitative in nature, with observation and interview as data collection techniques, and a logbook, field notes, photographic records, and audio recordings as instruments for recording evidence. .
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para
obtenção de grau de Mestre em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico, criado por Aviso n.º
9784/2022 publicado no Diário da República, 2.ª série, n.º
93, de 13 Maio 2022.
Keywords
Tarefas matemáticas Contextualização Capacidades matemáticas Processo de ensino Aprendizagem da matemática Mathematical tasks Contextualization Mathematical skills Mathematics teaching and learning process