Advisor(s)
Abstract(s)
O presente relatório final de estágio visa, numa primeira fase, refletir sobre as práticas desenvolvidas no estágio, no âmbito da Unidade Curricular de Prática de Ensino Supervisionada (PES). Numa segunda fase é apresentado um estudo que pretende aferir a eficácia do humor no processo de ensino-aprendizagem da Matemática, isto é, se a utilização do humor é capaz de criar nos alunos maior predisposição e sucesso na aprendizagem da Matemática. Para a realização desta investigação, opta-se por um estudo qualitativo, sendo este utilizado na sala de aula com alunos do 5.º ano de escolaridade. No que diz respeito à recolha de dados, procedeu-se à análise documental, observação participante (apoiada em registos áudio) e notas de campo. Os resultados obtidos revelam que os alunos, apesar de apresentarem dificuldades ao nível da compreensão de certos tipos de humor, aderem bem e apreciam este tipo de tarefas humorísticas e revelam capacidade de resolver as tarefas matemáticas propostas. Assim, conclui-se que as tarefas de cariz humorístico têm potencial para melhorar as aprendizagens matemáticas dos alunos, sendo que a compreensão do humor subjacente às tarefas muitas vezes exige competências matemáticas.
This final report aims, in the first phase, to reflect on the practices developed during the internship, within the scope of the Supervised Teaching Practice Course. In a second phase is presented a study that aims to measure the efficacy of humour in the teaching-learning process of mathematics, in other words, if the use of humour is able to create in students a greater predisposition and success in learning mathematics. For the accomplishment of this study, a qualitative study is chosen, being used in the classroom with students of the 5th year of schooling. With regard to data collection, documentary analysis, participant observation (supported by audio records) and field notes were carried out. The results show that students, although presenting difficulties in the understanding of certain types of humour, adhere well and enjoy this type of humorous tasks and reveal ability to solve the mathematical tasks proposed. Thus, it can be concluded that humorous tasks have the potential to improve students' mathematical learning, and the understanding of humour underlying tasks often requires mathematical skills.
This final report aims, in the first phase, to reflect on the practices developed during the internship, within the scope of the Supervised Teaching Practice Course. In a second phase is presented a study that aims to measure the efficacy of humour in the teaching-learning process of mathematics, in other words, if the use of humour is able to create in students a greater predisposition and success in learning mathematics. For the accomplishment of this study, a qualitative study is chosen, being used in the classroom with students of the 5th year of schooling. With regard to data collection, documentary analysis, participant observation (supported by audio records) and field notes were carried out. The results show that students, although presenting difficulties in the understanding of certain types of humour, adhere well and enjoy this type of humorous tasks and reveal ability to solve the mathematical tasks proposed. Thus, it can be concluded that humorous tasks have the potential to improve students' mathematical learning, and the understanding of humour underlying tasks often requires mathematical skills.
Description
Keywords
Humor humor no ensino tarefas matemáticas ensino exploratório da Matemática processo ensino-aprendizagem Humour humour in teaching mathematical tasks exploratory teaching of Mathematics teaching-learning process