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Advisor(s)
Abstract(s)
Este trabalho teve como objetivo principal conceber e estudar o impacto na aprendizagem dos alunos do 5.º ano do Ensino Básico de um modelo de ensino exploratório da Matemática promotor do desenvolvimento da capacidade de comunicação matemática, tanto ao nível da organização e apresentação de ideias matemáticas como da discussão de ideias e procedimentos e da utilização de linguagem apropriada. Para atingir este objetivo foi realizada uma experiência de ensino em que se implementou um modelo de ensino em torno de quatro momentos da aula: (1) apresentação da tarefa; (2) realização da tarefa; (3) galeria de tarefas, (4) discussão coletiva e sistematização das aprendizagens. O estudo qualitativo, de cunho interpretativo, desenrola-se em três fases: (i) diagnóstico; (ii) implementação; e (iii) avaliação. A recolha de dados fez-se através de gravações áudio das aulas, documentos produzidos pelos alunos e notas realizadas pela professora. Os dados recolhidos foram submetidos a uma análise de conteúdo procurando avaliar o impacto do modelo na promoção da capacidade de comunicação matemática e na repercussão do mesmo na aprendizagem dos alunos. Os resultados obtidos apontam para a eficácia deste modelo de ensino, o que se verifica não só no desenvolvimento da comunicação matemática, mas também no desenvolvimento de outras capacidades transversais como a resolução de problemas e o raciocínio matemático e ainda a sua repercussão positiva na aprendizagem dos temas matemáticos pelos alunos. O estudo permitiu também concluir sobre aspetos do modelo de ensino que contribuíram de forma significativa para a sua eficácia, destacando-se: o tipo de tarefa usada, uma vez que esta funciona como motor para fazer pensar; a galeria de tarefas, que se revelou importante como fator motivacional e promotor da discussão matemática; a discussão coletiva, como impulsionador para a comunicação de ideias e processos matemáticas, essencial para negociação de significados e consolidação de aprendizagens e a aplicação, por parte da professora, do modelo de comunicação interpessoal utilizado em outras áreas, que permitiu estabelecer uma boa comunicação durante toda a experiência
Abstract The main objective of this work was to conceive and study the impact of an inquiry-based mathematics teaching model promoting the development of the ability to communicate mathematics on 5th grade students learning, as much at the level of organization and presentation of mathematical ideas as at the discussion of these ideas and procedures and the use of appropriate language. To achieve this objective a teaching experience was done in which a teaching model was implemented through four class moments: (1) task presentation; (2) development of the task; (3) gallery of tasks; (4) collective discussion and systematization of learning. The qualitative study, of interpretive nature, was carried out in three phases: (i) diagnosis; (ii) implementation; and (iii) evaluation. Data collection was done through audio recordings of classes, documents produced by students and field notes made by the teacher. The data was subjected to content analysis, seeking to assess the impact of the model in the promotion of the mathematical communication ability and in the students learning of mathematical knowledge. The results point to the effectiveness of this teaching model, as can be seen not only in the development of mathematical communication, but also in the development of other transversal skills (such as the problem solving and the mathematical reasoning) and in mathematical contents learning by students. The study also leads to conclude about aspects of the inquiry-based mathematics teaching which contributed in a significant way to its efficiency, emphasizing: the type of task used, since it functions as a motor to make think; the gallery of tasks, which is essential as a motivational factor, promoter of collective discussion; collective discussion, as inductor of communication of mathematical ideas and processes, essential for meaning negotiating and consolidation of learning; and implementation by the teacher, of the interpersonal communication model used in in other areas, which permitted a good communication during the whole experience
Abstract The main objective of this work was to conceive and study the impact of an inquiry-based mathematics teaching model promoting the development of the ability to communicate mathematics on 5th grade students learning, as much at the level of organization and presentation of mathematical ideas as at the discussion of these ideas and procedures and the use of appropriate language. To achieve this objective a teaching experience was done in which a teaching model was implemented through four class moments: (1) task presentation; (2) development of the task; (3) gallery of tasks; (4) collective discussion and systematization of learning. The qualitative study, of interpretive nature, was carried out in three phases: (i) diagnosis; (ii) implementation; and (iii) evaluation. Data collection was done through audio recordings of classes, documents produced by students and field notes made by the teacher. The data was subjected to content analysis, seeking to assess the impact of the model in the promotion of the mathematical communication ability and in the students learning of mathematical knowledge. The results point to the effectiveness of this teaching model, as can be seen not only in the development of mathematical communication, but also in the development of other transversal skills (such as the problem solving and the mathematical reasoning) and in mathematical contents learning by students. The study also leads to conclude about aspects of the inquiry-based mathematics teaching which contributed in a significant way to its efficiency, emphasizing: the type of task used, since it functions as a motor to make think; the gallery of tasks, which is essential as a motivational factor, promoter of collective discussion; collective discussion, as inductor of communication of mathematical ideas and processes, essential for meaning negotiating and consolidation of learning; and implementation by the teacher, of the interpersonal communication model used in in other areas, which permitted a good communication during the whole experience
Description
Keywords
Ensino exploratório da Matemática Comunicação matemática Ensino-aprendizagem da Matemática Inquiry-based mathematics teaching Mathematical communication Teaching and learning of mathematics
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu