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Os erros cometidos pelos alunos a operar com números racionais
| Name: | Description: | Size: | Format: | |
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| 4.76 MB | Adobe PDF |
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Abstract(s)
O presente trabalho investigativo aqui apresentado foi realizado no âmbito de Mestrado em Ensino do 1º e 2º ciclo do Ensino Básico com objetivo de apresentar o trabalho desenvolvido ao longo deste ciclo de ensino. Deste modo o trabalho está dividido em duas partes fundamentais. A primeira parte apresenta uma análise sintetizada do percurso realizado em Ensino Supervisionado, nomeadamente em 1º ano e 4º do 1º ciclo e 5º e 6º ano do 2º ciclo do Ensino básico, nas áreas de Português, Historia e Geografia de Portugal, Matemática e Ciências da Natureza.
A segunda parte deste trabalho apresenta a componente investiga na área da matemática, onde se centra nos erros cometidos pelos alunos a operar com números racionais fracionários. A abordagem neste trabalho é unicamente qualitativa alicerçada num conjunto de tarefas previamente realizadas nas quais os alunos terão que determinar se as resoluções estão ou não corretas. Os resultados deste estudo pretendem aferir se os alunos ao terminarem o 2º ciclo de ensino desenvolveram corretamente o sentido do número e se estão aptos a resolver tarefas que envolvam números racionais fracionários com a exigência própria ao terminar este ciclo de ensino.
The present research study here presented was made for my Master's Degree in first and second cicle of Primary Education with the objective to present the developed work through this teaching period. This study is divided into two fundamental parts. The first part shows one synthesized analysis of the way carried out in Supervised Teaching, especially first and fourth years of primary school and fifth and sixth years of secondary school of Primary Education, in Portuguese, History and Portuguese Geography, Mathematics and Nature Science. The second part of my study, show the research component in the field of Mathematics, with the focus in the errors made by students working with rational fraction numbers. The approach in this work is uniquely qualitative based on a set of previously performed tasks in which students will have to determine if the resolutions are correct or not. . The results of this study are intended to assess whether students finish the second cycle of education with correctly developed the meaning of the number and if they are ready to solve tasks about rational fractions numbers with the expected skills that this cicle of education demands.
The present research study here presented was made for my Master's Degree in first and second cicle of Primary Education with the objective to present the developed work through this teaching period. This study is divided into two fundamental parts. The first part shows one synthesized analysis of the way carried out in Supervised Teaching, especially first and fourth years of primary school and fifth and sixth years of secondary school of Primary Education, in Portuguese, History and Portuguese Geography, Mathematics and Nature Science. The second part of my study, show the research component in the field of Mathematics, with the focus in the errors made by students working with rational fraction numbers. The approach in this work is uniquely qualitative based on a set of previously performed tasks in which students will have to determine if the resolutions are correct or not. . The results of this study are intended to assess whether students finish the second cycle of education with correctly developed the meaning of the number and if they are ready to solve tasks about rational fractions numbers with the expected skills that this cicle of education demands.
Description
Relatório de Estágio apresentado para a obtenção do grau de Mestre na área de Ensino do 1.º ciclo e do 2.º ciclo do ensino básico
Keywords
ensino supervisionado matemática números racionais erros dos alunos mathematics rational fraction numbers supervised teaching students’ errors