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Promoção do cálculo mental: Dinâmicas, comunicação e estratégias
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Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito do Mestrado em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico, na Unidade Curricular de Prática Supervisionada
em 1ºCEB. A investigação ocorreu durante um estágio numa turma de 4.º ano numa
escola privada em Oeiras, que seguia uma abordagem pedagógica socioconstrutivista.
A problemática desta investigação surgiu a partir da observação e informação recolhida
no contexto de sala, aliada ao interesse da estagiária pela área curricular da Matemática.
No decorrer do estágio foram visíveis as dificuldades e a evolução da turma, pois era
frequente realizarem desafios de cálculo mental. No entanto ocorria apenas a resolução
das tiras de cálculo mental e não a partilha das estratégias utilizadas, o que suscitou maior
curiosidade em explorar este aspeto.
A investigação visou compreender como promover o cálculo mental dos alunos e a sua
comunicação matemática através de diferentes estratégias no 1.º ciclo do ensino básico,
analisando tarefas e dinâmicas que favorecem essa aprendizagem, particularmente nas
operações de adição e subtração com números racionais. Esta investigação sobre a prática
supervisionada foi assente numa metodologia qualitativa, pois o interesse está centrado
no processo e é importante que o investigador frequente o contexto onde decorre a
investigação. Para a recolha de dados foram selecionados três alunos, com mais
dificuldade no cálculo mental, os quais realizaram sete sessões de cálculo mental. As
sessões consistiram na resolução de expressões numéricas e problemas com as operações
de adição e subtração, com números naturais e decimais.
Os principais resultados da investigação mostram que as estratégias de cálculo mental
mais utilizadas foram o algoritmo na cabeça e a decomposição. O estudo evidenciou a
necessidade de um uso criterioso na escolha dos números nas tarefas, favorecendo a
mobilização de diferentes estratégias e a importância do papel do professor na promoção
de uma comunicação matemática mais produtiva para a aprendizagem dos alunos.
ABSTRACT: This report was carried out as part of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, in the Curricular Unit of Supervised Practice in 1ºCEB. The research took place during an internship in a 4th grade class in a public school in Oeiras, which followed a socioconstructivist pedagogical approach. The problem of this research arose from the observation and information gathered in the classroom context, combined with the researcher's interest in the curricular area of Maths. During the internship, the difficulties and evolution of the class were visible, as they often carried out mental calculation challenges. However, they only solved the mental calculation strips and didn't share the strategies used, which aroused greater curiosity in exploring this aspect. The research aimed to understand how to promote students' mental calculation and mathematical communication through different strategies in the 1st cycle of basic education, analysing tasks and dynamics that favour this learning, particularly in the operations of addition and subtraction with rational numbers. This research into supervised practice was based on a qualitative methodology, as the interest is centred on the process and it is important for the researcher to frequent the context where the research is taking place. In order to collect the data, three students with the most difficulty in mental calculation were selected and carried out seven mental calculation sessions. The sessions consisted of solving numerical expressions and addition and subtraction problems with natural numbers and decimals. The main results of the research show that the most commonly used mental calculation strategies were the algorithm in the head and decomposition. The study highlighted the need for careful use in the choice of numbers in the tasks, favouring the mobilisation of different strategies and the importance of the teacher's role in promoting more productive mathematical communication for students' learning.
ABSTRACT: This report was carried out as part of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, in the Curricular Unit of Supervised Practice in 1ºCEB. The research took place during an internship in a 4th grade class in a public school in Oeiras, which followed a socioconstructivist pedagogical approach. The problem of this research arose from the observation and information gathered in the classroom context, combined with the researcher's interest in the curricular area of Maths. During the internship, the difficulties and evolution of the class were visible, as they often carried out mental calculation challenges. However, they only solved the mental calculation strips and didn't share the strategies used, which aroused greater curiosity in exploring this aspect. The research aimed to understand how to promote students' mental calculation and mathematical communication through different strategies in the 1st cycle of basic education, analysing tasks and dynamics that favour this learning, particularly in the operations of addition and subtraction with rational numbers. This research into supervised practice was based on a qualitative methodology, as the interest is centred on the process and it is important for the researcher to frequent the context where the research is taking place. In order to collect the data, three students with the most difficulty in mental calculation were selected and carried out seven mental calculation sessions. The sessions consisted of solving numerical expressions and addition and subtraction problems with natural numbers and decimals. The main results of the research show that the most commonly used mental calculation strategies were the algorithm in the head and decomposition. The study highlighted the need for careful use in the choice of numbers in the tasks, favouring the mobilisation of different strategies and the importance of the teacher's role in promoting more productive mathematical communication for students' learning.
Description
Relatório da Prática de Ensino
apresentado no ISPA – Instituto
Universitário para obtenção de grau de
Mestre em Educação em Pré-Escolar e
Ensino do 1º Ciclo do Ensino Básico,
criado por Aviso n.º 9784/2022, publicado
no Diário da República, 2.ª série, n.º93, de
13 de maio de 2022
Keywords
Sentido de número Comunicação matemática Cálculo mental Estratégias de cálculo mental Number sense Mathematical communication Mental calculation Mental calculation strategies