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Advisor(s)
Abstract(s)
O presente Relatório Final de Estágio compreende duas partes, uma reflexão crítica sobre a Prática de Ensino Supervisionada tanto no 1.º como no 2.º Ciclo do Ensino Básico, nas componentes de Matemática e Ciências Naturais, enquanto a segunda parte se fixa no projeto de investigação que tem como objetivo dar resposta à questão-problema: Como se articulam as conceções dos professores sobre a utilização dos materiais didáticos na sala de aula de Matemática com as práticas?. De modo a verificar que conceções têm os professores do 1.º CEB de material didático, averiguar a frequência e objetivos de utilização dos materiais didáticos nas práticas docentes e conhecer os constrangimentos destes profissionais perante alguns recursos educativos, o estudo tem por base uma metodologia mista. Esta envolveu uma fase quantitativa, por meio de um questionário aplicado a 48 professores e uma fase qualitativa com três entrevistas. A análise de conteúdo permitiu cruzar dados das diferentes recolhas e estabelecer relações ou aprofundar, por intermédio da entrevista, algumas questões que não se viram esclarecidas inicialmente com o questionário. Os resultados obtidos permitem perceber que os professores consideram que um material didático pode ser tudo o que o auxilie na sua prática e que promova aprendizagens significativas aos alunos, desenvolvendo uma atitude positiva face à área disciplinar de Matemática. Os professores fazem uso destes recursos porque facilitam a compreensão dos conteúdos programáticos, promovem aulas mais atrativas e desempenham um papel relevante na construção de conhecimentos por parte dos alunos. Esses usos passam pelos materiais mais tradicionais que estão disponíveis na sala de aula, quer estruturados ou não estruturados e recorrem aos tecnológicos apenas pontualmente. Contudo, muitas instituições escolares não possuem ofertas formativas na área em destaque ou materiais na quantidade e variedade que seria expectável. Nestes casos, os professores recorrem à sua elaboração ou aquisição se os querem implementar em tarefas de aula, a fim de promover aprendizagens significativas aos alunos, nos vários conteúdos curriculares.
This Final Internship Report comprises two parts, a critical reflection on the Supervised Teaching Practice in both the 1st and 2nd Cycles of Basic Education, in the Mathematics and Natural Sciences components, while the second part focuses on the research project that aims to answer the problem question: How do teachers' conceptions of the use of teaching materials in the Mathematics classroom relate to practice?. In order to ascertain the conceptions of teaching materials held by primary school teachers, the frequency and objectives of the use of teaching materials in teaching practices, and the constraints these professionals face in relation to certain educational resources, the study is based on a mixed methodology. It involved a quantitative phase, using a questionnaire applied to 48 teachers and a qualitative phase with three interviews. Content analysis made it possible to cross-reference data from the different surveys and to establish relationships or to delve deeper, through the interview, into some issues that were not initially clarified by the questionnaire. The results show that teachers believe that teaching materials can be anything that helps them in their practice and promotes meaningful learning for students, developing a positive attitude towards the subject of mathematics. Teachers use these resources because they make it easier to understand the syllabus, promote more attractive lessons and play an important role in the construction of knowledge by the students. These uses include the more traditional materials that are available in the classroom, whether structured or unstructured, and they only use technology occasionally. However, many school institutions don't have training offers in the area in question or materials in the quantity and variety that would be expected. In these cases, teachers resort to making or buying them if they want to implement them in class tasks in order to promote meaningful learning for students in the various curricular contents.
This Final Internship Report comprises two parts, a critical reflection on the Supervised Teaching Practice in both the 1st and 2nd Cycles of Basic Education, in the Mathematics and Natural Sciences components, while the second part focuses on the research project that aims to answer the problem question: How do teachers' conceptions of the use of teaching materials in the Mathematics classroom relate to practice?. In order to ascertain the conceptions of teaching materials held by primary school teachers, the frequency and objectives of the use of teaching materials in teaching practices, and the constraints these professionals face in relation to certain educational resources, the study is based on a mixed methodology. It involved a quantitative phase, using a questionnaire applied to 48 teachers and a qualitative phase with three interviews. Content analysis made it possible to cross-reference data from the different surveys and to establish relationships or to delve deeper, through the interview, into some issues that were not initially clarified by the questionnaire. The results show that teachers believe that teaching materials can be anything that helps them in their practice and promotes meaningful learning for students, developing a positive attitude towards the subject of mathematics. Teachers use these resources because they make it easier to understand the syllabus, promote more attractive lessons and play an important role in the construction of knowledge by the students. These uses include the more traditional materials that are available in the classroom, whether structured or unstructured, and they only use technology occasionally. However, many school institutions don't have training offers in the area in question or materials in the quantity and variety that would be expected. In these cases, teachers resort to making or buying them if they want to implement them in class tasks in order to promote meaningful learning for students in the various curricular contents.
Description
Keywords
Materiais didáticos Ensino e aprendizagem da Matemática 1.º Ciclo do Ensino Básico Aprendizagens significativas Didactic materials Teaching and learning mathematics 1st Cycle of Basic Education Meaningful learning