Advisor(s)
Abstract(s)
Este estudo tem por objectivo proceder a uma avaliação da abordagem inicial ao
conceito de número racional em três manuais de Matemática do 5º ano. Reconhecemos a
importância e complexidade do conceito, e sobretudo, a importância que os manuais têm
assumido no processo de ensino-aprendizagem. Num primeiro momento, a análise dos três
manuais é feita através da aplicação da Grelha de avaliação utilizada no Project 2061, apoiado
pela American Association for the Advancement of Science. Esta análise assenta na
verificação de seis critérios de avaliação: Identificação de um objectivo, Construção de
conhecimento a partir das ideias matemáticas dos alunos, Mobilização dos alunos para a
Matemática, Desenvolvimento de ideias matemáticas, Promoção do pensamento da
Matemática e Avaliação do progresso dos alunos. Num segundo momento, propomo-nos
olhar para a forma como os manuais abordam os conceitos de unidade e partição bem como
de equivalência e ordenação.
A aplicação da Grelha de Análise permite-nos identificar vários aspectos que deverão
ser melhorados nos manuais. A análise da abordagem aos diferentes conceitos de unidade e
partição bem como de equivalência e ordenação revela a pouca variedade de experiências
significativas que são propostas aos alunos
The aim of this study is to evaluate the initial approach to the concept of rational number in three 5th grade Mathematics manuals. We recognise the importance and complexity of the concept and above all the key role that manuals have acquired in the teaching-learning process. In a first instance, we will analyse the three manuals following the procedures of the Evaluation Grid used in Project 2061 which is supported by the American Association for the Advancement of Science. This analysis lies on confirmation of six evaluation criteria: Identifying a Sense of Purpose, Building on Student Ideas about Mathematics, Engaging Students in Mathematics, Developing Mathematical Ideas, Promoting Student Thinking about Mathematics and Assessing Student Progress in Mathematics. In a second instance, we will look at how the manuals tackle the concepts of unit and partitioning as well as equivalence and ordering. The implementation of the Evaluation Grid allows us to identify the aspects that need to be improved in the manuals. The analysis of the approach to the different concepts of unit and partitioning as well as equivalence and ordering reveals the small range of significant experiences that are offered to the students.
The aim of this study is to evaluate the initial approach to the concept of rational number in three 5th grade Mathematics manuals. We recognise the importance and complexity of the concept and above all the key role that manuals have acquired in the teaching-learning process. In a first instance, we will analyse the three manuals following the procedures of the Evaluation Grid used in Project 2061 which is supported by the American Association for the Advancement of Science. This analysis lies on confirmation of six evaluation criteria: Identifying a Sense of Purpose, Building on Student Ideas about Mathematics, Engaging Students in Mathematics, Developing Mathematical Ideas, Promoting Student Thinking about Mathematics and Assessing Student Progress in Mathematics. In a second instance, we will look at how the manuals tackle the concepts of unit and partitioning as well as equivalence and ordering. The implementation of the Evaluation Grid allows us to identify the aspects that need to be improved in the manuals. The analysis of the approach to the different concepts of unit and partitioning as well as equivalence and ordering reveals the small range of significant experiences that are offered to the students.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre em Psicologia especialidade de Psicologia Educacional.
Keywords
Número racional Manuais Project 2061 Racional number Manuals