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Aprendizagem de números racionais, com recursos digitais, na formação inicial de professores
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Advisor(s)
Abstract(s)
A integração de recursos educativos digitais (RED) para a aprendizagem da Matemática foi incentivada com a disseminação do ensino a distância, consequência da pandemia que ainda estamos a viver. Trouxe, por isso, indubitavelmente algumas alterações ao modo como uma unidade curricular (UC) da formação de professores se desenvolveu a partir daí, dado que os RED passaram a estar ainda mais presentes. Assim, neste artigo pretendemos apresentar parte de um estudo em desenvolvimento sobre a utilização de RED na aprendizagem de números racionais. O objetivo é compreender de que modo estudantes da formação inicial de professores e educadores mobilizam os seus conhecimentos matemáticos sobre números racionais na exploração de tarefas envolvendo RED. Debruçamo-nos sobre a aprendizagem que fazem e os conhecimentos que mobilizam sobre os números racionais, concretamente sobre os significados e as representações. Esta investigação insere-se no paradigma interpretativo, numa abordagem qualitativa e, atendendo à natureza do estudo, a análise dos dados é essencialmente descritiva e interpretativa. Os participantes são 49 estudantes do 1.o ano de Licenciatura em Educação Básica que frequentaram a UC de Números e Operações. A UC envolveu a exploração de diversos RED para promoção de aprendizagens matemáticas. Os dados foram recolhidos através de um guião de exploração de um RED realizado colaborativamente em sala de aula e de um questionário de avaliação dessa exploração em aula. Os resultados emergem da análise dos dados recolhidos pelas duas docentes da UC, de modo a perceber como a exploração de RED promove o desenvolvimento de conhecimento matemático e como os estudantes perspetivam a utilização de RED em sala de aula. Espera-se que as conclusões deste estudo permitam inferir implicações para a metodologia desta unidade curricular e sobre o modo como esta prática de formação pode ser implementada no futuro.
The integration of digital resources for learning Mathematics was encouraged with the spread of distance learning, a consequence of the pandemic we are experiencing. Therefore, it undoubtedly brought some changes to the way in which a course of a teacher education program developed from there, given that digital resources became even more present. Thus, in this article we intend to present part of an ongoing study on the use of digital resources in the learning of rational numbers. The goal is to understand how students in the teacher education program mobilize their mathematical knowledge about rational numbers in the exploration of tasks involving digital resources. We focus on the learning they do and the knowledge they mobilize on rational numbers, specifically on the meanings and representations. This investigation follows the interpretive paradigm, in a qualitative approach and, given the nature of the study, data analysis is essentially descriptive and interpretive. The participants are 49 students of the 1st year of a teacher education program that attended the course of Numbers and Operations. This course involved exploring various digital resources to promote mathematical learning. Data was collected through an exploration guide for a digital resource carried out collaboratively in the classroom and a questionnaire to evaluate this exploration in class. The results emerge from the analysis of data collected by the two course educators, to understand how the exploration of digital resources promotes the development of mathematical knowledge and how students envision the use of digital resources in the classroom. It is expected that the conclusions of this study will allow us to infer implications for the methodology of this course and on the way in which this practice can be implemented in the future.
The integration of digital resources for learning Mathematics was encouraged with the spread of distance learning, a consequence of the pandemic we are experiencing. Therefore, it undoubtedly brought some changes to the way in which a course of a teacher education program developed from there, given that digital resources became even more present. Thus, in this article we intend to present part of an ongoing study on the use of digital resources in the learning of rational numbers. The goal is to understand how students in the teacher education program mobilize their mathematical knowledge about rational numbers in the exploration of tasks involving digital resources. We focus on the learning they do and the knowledge they mobilize on rational numbers, specifically on the meanings and representations. This investigation follows the interpretive paradigm, in a qualitative approach and, given the nature of the study, data analysis is essentially descriptive and interpretive. The participants are 49 students of the 1st year of a teacher education program that attended the course of Numbers and Operations. This course involved exploring various digital resources to promote mathematical learning. Data was collected through an exploration guide for a digital resource carried out collaboratively in the classroom and a questionnaire to evaluate this exploration in class. The results emerge from the analysis of data collected by the two course educators, to understand how the exploration of digital resources promotes the development of mathematical knowledge and how students envision the use of digital resources in the classroom. It is expected that the conclusions of this study will allow us to infer implications for the methodology of this course and on the way in which this practice can be implemented in the future.
Description
Keywords
ensino e aprendizagem da matemática formação inicial de professores números racionais recursos educativos digitais digital educational resources rational numbers teacher education program teaching and learning of mathematics
Citation
Santos, R. & Martins, M.C. (2022). Aprendizagem de números racionais, com recursos digitais, na formação inicial de professores. [Paper presentation].[Atas] VI Encontro Internacional de Formação na Docência (INCTE), 773-785. ISBN 978-972-745-301-6
Publisher
Instituto Politécnico de Bragança