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Abstract(s)
O presente estudo está dividido em duas partes, a primeira com uma reflexão críticas das práticas por nós desenvolvidas e a segunda com a investigação que desenvolvemos.
A primeira diz respeito a uma apreciação dos estágios que realizámos quer no 1.º Ciclo do Ensino Básico (1.º CEB) e no 2.º Ciclo do Ensino Básico (2.º CEB) nas disciplinas de Matemática e Ciências Naturais, que englobam as caraterizações gerais das turmas e as competências desenvolvidas.
A segunda parte do nosso estudo analisa as interações socioculturais ocorridas em sala de aula, encarando-as como potenciadoras ou inibidoras dos processos de ensino e de aprendizagem da Matemática e verificando o grau de eficiência que as interações podem suscitar na aprendizagem, neste caso concreto, da Matemática.
Dada a natureza do problema a investigar, optou-se por uma metodologia de investigação de matriz qualitativa numa das suas variantes, o estudo de caso. A recolha de dados incluiu as técnicas de observação não participante, o diário de bordo e a entrevista a três alunos e à professora responsável pela disciplina de Matemática.
Os resultados do estudo apontam para uma mudança na forma como as interações são vistas, pelos alunos e professores, no ensino e na aprendizagem da Matemática. O reforço das interações entre os alunos origina uma capacidade reflexiva, instrutiva e de maior participação na construção do seu próprio conhecimento.
The present study is divided into two parts, the first with a critical reflection of the practices developed and the second with the research we have developed. The first relates to an appreciation of the internships we have performed either in the 1st cycle of basic education (1st CEB) and in the 2nd cycle of Basic Education (2nd CEB) in the disciplines of mathematics and natural sciences, which encompass the general characterizations of the classes and the Developed competences. The second part of our study analyzes the sociocultural interactions that occurred in the classroom, facing them as potentiators or inhibiting the teaching and learning processes of mathematics and verifying the degree of efficiency that interactions can have in Learning, in this particular case, of mathematics. Given the nature of the problem to be investigated, we opted for a methodology for investigating a qualitative matrix in one of its variants, the case study. The data collection included the techniques of non-participant observation, the logbook and the interview with three students and the teacher responsible for the discipline of mathematics. The results of the study point to a change in the way interactions are seen, by students and teachers, in teaching and learning mathematics. The reinforcement of the interactions between the students leads to a reflective, instructive and greater participation in the construction of their own knowledge.
The present study is divided into two parts, the first with a critical reflection of the practices developed and the second with the research we have developed. The first relates to an appreciation of the internships we have performed either in the 1st cycle of basic education (1st CEB) and in the 2nd cycle of Basic Education (2nd CEB) in the disciplines of mathematics and natural sciences, which encompass the general characterizations of the classes and the Developed competences. The second part of our study analyzes the sociocultural interactions that occurred in the classroom, facing them as potentiators or inhibiting the teaching and learning processes of mathematics and verifying the degree of efficiency that interactions can have in Learning, in this particular case, of mathematics. Given the nature of the problem to be investigated, we opted for a methodology for investigating a qualitative matrix in one of its variants, the case study. The data collection included the techniques of non-participant observation, the logbook and the interview with three students and the teacher responsible for the discipline of mathematics. The results of the study point to a change in the way interactions are seen, by students and teachers, in teaching and learning mathematics. The reinforcement of the interactions between the students leads to a reflective, instructive and greater participation in the construction of their own knowledge.
Description
Keywords
escola sociedade ensino da matemática aprendizagem da matemática padrões de interação