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As competências que a calculadora gráfica promove no ensino/aprendizagem da matemática: um estudo de caso numa turma do 11.º ano
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Advisor(s)
Abstract(s)
Sendo a calculadora gráfica de uso obrigatório na disciplina de Matemática e face às suas potencialidades educativas, no decurso do Ensino Secundário deve ser dada uma especial relevância à sua utilização em sala de aula de modo a estimular nos alunos o desenvolvimento de competências científicas e sociais.
Neste sentido, visando o desenvolvimento de estratégias que conduzam a melhorias significativas no ensino/aprendizagem da Matemática pretende-se, com o presente estudo, identificar as competências desenvolvidas pela utilização desta ferramenta pedagógica.
O estudo incidiu sobre os vinte e dois alunos que constituem uma turma do 11.º ano de escolaridade, com idades compreendidas entre os quinze e os dezassete anos. A metodologia adoptada foi de índole qualitativa e interpretativa, designadamente o estudo de caso, dado que as suas características apontavam este design de investigação como sendo apropriado para o tipo de pesquisa que se pretendia realizar. Os instrumentos utilizados para a recolha de dados basearam-se na observação participante, gravação em vídeo de algumas aulas e na realização de entrevistas semi-estruturadas a todos os alunos da turma.
In today's ever-changing society, Education takes an increasingly greater role in shaping tomorrow's world. The fast development of both scientific and technological communities urges school to approach students differently, by regarding them as responsible, informed and socially-active citizens, to provide an appropriate integration in society. As such, it is of the utmost importance to implement changes and pedagogical innovations within the classroom, among which figure the use of information technologies. Doing so, they would greatly improve Education as a whole. Since graphic calculators are mandatory as far as Mathematics is concerned, special attention should be given to its use in classes throughout High School, as, due to its educational features, they may be used to stimulate students' scientific and social abilities. In order to acknowledge different strategies, which may boost the teaching/learning of Mathematics, the presented case-study was carried out as a means to identify what abilities were developed through the use of this pedagogical tool. The case-study approached twenty two eleventh grade students of the same class, with ages ranging from fifteen to seventeen years old. The chosen methodology focused on qualitative and interpretative analysis, especially the aforementioned case study, which, for its characteristics, made this approach seem appropriate for the situation. The methods of gathering information were based on participant observation, video recording of classes and semi-structured interviews (fully transcribed tape recorded interviews) made to every student. It may be concluded from this study that the use of graphing calculators incited a more positive attitude of students towards Mathematics, improved displays of persistence while solving problems, developed autonomy and arguing skills, critical thinking and initiative, teamwork, cooperation and self-confidence. The students further pointed out the importance of in-class tasks as a way to ensure a more active, dynamic and stimulating environment to study in, this being a key factor in the success of learning.
In today's ever-changing society, Education takes an increasingly greater role in shaping tomorrow's world. The fast development of both scientific and technological communities urges school to approach students differently, by regarding them as responsible, informed and socially-active citizens, to provide an appropriate integration in society. As such, it is of the utmost importance to implement changes and pedagogical innovations within the classroom, among which figure the use of information technologies. Doing so, they would greatly improve Education as a whole. Since graphic calculators are mandatory as far as Mathematics is concerned, special attention should be given to its use in classes throughout High School, as, due to its educational features, they may be used to stimulate students' scientific and social abilities. In order to acknowledge different strategies, which may boost the teaching/learning of Mathematics, the presented case-study was carried out as a means to identify what abilities were developed through the use of this pedagogical tool. The case-study approached twenty two eleventh grade students of the same class, with ages ranging from fifteen to seventeen years old. The chosen methodology focused on qualitative and interpretative analysis, especially the aforementioned case study, which, for its characteristics, made this approach seem appropriate for the situation. The methods of gathering information were based on participant observation, video recording of classes and semi-structured interviews (fully transcribed tape recorded interviews) made to every student. It may be concluded from this study that the use of graphing calculators incited a more positive attitude of students towards Mathematics, improved displays of persistence while solving problems, developed autonomy and arguing skills, critical thinking and initiative, teamwork, cooperation and self-confidence. The students further pointed out the importance of in-class tasks as a way to ensure a more active, dynamic and stimulating environment to study in, this being a key factor in the success of learning.
Description
Keywords
inovação pedagógica matemática ensino/aprendizagem calculadora gráfica pedagogical innovations mathematics teaching/learning of mathematics graphing calculator
Citation
Silva, D. & Seixas, S. (2010). As competências que a calculadora gráfica promove no ensino/aprendizagem da matemática: um estudo de caso numa turma do 11.º ano. Interacções, vol. 6, 15, 141-172
Publisher
Instituto Politécnico de Santarém. Escola Superior de Educação