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Desafios matemáticos e a visão da matemática de alunos do 2º. ciclo do ensino básico
| Name: | Description: | Size: | Format: | |
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| 6.82 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular de Investigação na Prática de Ensino Supervisionada II, integrada no Mestrado em 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. Encontra-se dividido em duas partes. A primeira é uma síntese das etapas percorridas ao longo dos estágios, evidenciando as aprendizagens adquiridas nos contextos de prática profissional, mais especificamente no 2.º, 4.º e 6.º anos de escolaridade do Ensino Básico. A segunda parte constitui uma componente de investigação, que se centra na influência da realização de desafios matemáticos para promover a melhoria do ensino-aprendizagem da disciplina. O estudo desenvolvido decorreu em contexto de estágio e seguiu uma metodologia qualitativa, tendo como participantes alunos do 6.º ano do 2.º Ciclo do Ensino Básico. Os dados foram obtidos através de questionários, produções e vídeos dos alunos.
A implementação deste projeto procurou contribuir para o desenvolvimento do raciocínio-lógico e da comunicação matemática dos alunos, bem como, o entendimento da visão dos alunos sobre a matemática.
Os resultados do estudo evidenciam o contributo positivo dos desafios matemáticos no processo de ensino-aprendizagem e a necessidade de integração destes em contexto de sala de aula.
This report covers methods learned and tested during the Supervised Teaching Practice, integrated into the Masters in Teaching of the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. Divided into two parts, the first is a synthesis of the steps taken during the internships. It highlights the knowledge gained in the context of professional practice, specifically focusing on the 2nd, 4th and 6th grades of Basic Education. The second part includes a research component, focusing on the impact of performing mathematical challenges to promote improvement both in teaching and learning the discipline. The study took place in an internship context and followed a qualitative methodology with participating students undergoing their 6th year of the 2nd Cycle of Basic Education. Data were obtained through questionnaires, videos of the students, and any of their documented working out of the problems. This project aimed to contribute to the development of students' logical reasoning and mathematical communication, as well as gain an understanding of mathematics from the students' viewpoint. The results of the study show a positive contribution of mathematical challenges to the teaching-learning process and the need to reinforce their integration in the practices of the Mathematics class.
This report covers methods learned and tested during the Supervised Teaching Practice, integrated into the Masters in Teaching of the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. Divided into two parts, the first is a synthesis of the steps taken during the internships. It highlights the knowledge gained in the context of professional practice, specifically focusing on the 2nd, 4th and 6th grades of Basic Education. The second part includes a research component, focusing on the impact of performing mathematical challenges to promote improvement both in teaching and learning the discipline. The study took place in an internship context and followed a qualitative methodology with participating students undergoing their 6th year of the 2nd Cycle of Basic Education. Data were obtained through questionnaires, videos of the students, and any of their documented working out of the problems. This project aimed to contribute to the development of students' logical reasoning and mathematical communication, as well as gain an understanding of mathematics from the students' viewpoint. The results of the study show a positive contribution of mathematical challenges to the teaching-learning process and the need to reinforce their integration in the practices of the Mathematics class.
Description
Mestrado em Ensino do 1º ciclo e de Matemática e Ciências da Naturais no 2º ciclo do Ensino Básico
Keywords
estágio matemática raciocínio comunicação matemática internship math reasoning mathematical communication