Advisor(s)
Abstract(s)
O presente estudo tem como questão central “Qual o tipo de representações a que os alunos mais recorrem e que papel estas desempenham na realização de tarefas no âmbito do tema Números e Operações?”. A metodologia de investigação assume uma natureza qualitativa e interpretativa com a forma de estudo de caso. Trata-se de uma investigação onde foram estudados três alunos, de forma mais pormenorizada, de uma turma do 1º ciclo do ensino básico (2º ano de escolaridade) de um agrupamento de escolas do concelho de Viseu. A recolha de dados decorreu durante os 2º e 3º períodos (fevereiro e abril) do ano letivo de 2012/2013 através de observação de aulas, entrevista, documentos (notas de campo, registos áudio e vídeo e resolução das tarefas). Os resultados evidenciam que as representações a que os alunos mais recorrem são as representações icónicas e as representações simbólicas, embora ambas utilizadas pelos alunos de diferentes maneiras, sendo elaboradas com diferentes estratégias. A variedade de representações utilizadas depende da tarefa proposta, ou seja, varia de acordo com o contexto/tipo da tarefa ou com o próprio uso da representação. Os elementos icónicos utilizados pelos alunos surgem em simultâneo com elementos simbólicos. Estes elementos parecem-nos ser uma forma de ligar o enunciado à realidade, uma forma de interpretar o enunciado e para facilitar a resolução. Os elementos simbólicos foram utilizados, sobretudo, para representar e comunicar a solução das tarefas, para resolver as mesmas e, também, para registar ideias.
The present study has as a central issue “What kind of representations that students rely more and what role they play in carrying out tasks under the topic Numbers and Operations?” The research methodology assumes a qualitative and interpretative nature in the form of case study. This is an investigation in which three students were studied in more detail, a group of the 1st cycle of basic education (2nd grade) of a group of schools in the municipality of Viseu. Data collection took place during the 2nd and 3rd periods (februaryapril) of the academic year 2012/2013 through classroom observation, interviews, documents (field notes, audio and video recordings and resolution of tasks). The results show that the representations that students are the most active use iconic representations and symbolic representations, although both used by students in different ways, with different strategies being developed. A variety of representations used depends on the task at hand, in other words, varies with the context / or type of the task with the actual use of the representation. Iconic elements used by students emerge simultaneously with symbolic elements. These elements appear to us to be a way to connect the statement to reality, a way to interpret the statement and to facilitate resolution. The symbolic elements have been used mainly for representing and communicating the solution of the tasks to resolve the same, and also to record ideas.
The present study has as a central issue “What kind of representations that students rely more and what role they play in carrying out tasks under the topic Numbers and Operations?” The research methodology assumes a qualitative and interpretative nature in the form of case study. This is an investigation in which three students were studied in more detail, a group of the 1st cycle of basic education (2nd grade) of a group of schools in the municipality of Viseu. Data collection took place during the 2nd and 3rd periods (februaryapril) of the academic year 2012/2013 through classroom observation, interviews, documents (field notes, audio and video recordings and resolution of tasks). The results show that the representations that students are the most active use iconic representations and symbolic representations, although both used by students in different ways, with different strategies being developed. A variety of representations used depends on the task at hand, in other words, varies with the context / or type of the task with the actual use of the representation. Iconic elements used by students emerge simultaneously with symbolic elements. These elements appear to us to be a way to connect the statement to reality, a way to interpret the statement and to facilitate resolution. The symbolic elements have been used mainly for representing and communicating the solution of the tasks to resolve the same, and also to record ideas.
Description
Keywords
ensino e aprendizagem da matemática representações matemáticas tarefas matemáticas
Citation
Publisher
Instituto Politécnico de Viseu. Escola Superior de Educação de Viseu