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A matemática escolar à luz das inteligências múltiplas
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Orientador(es)
Resumo(s)
O estudo tem como preocupação central compreender como são usadas em aula as inteligências múltiplas propostas por Howard Gardner e de que forma elas ocorrem nas relações entre professores e alunos, observando as interações entre professoras e alunos; a sua frequência relativa e a forma como ocorrem simultaneamente. Para tal construiu-se um modelo teórico para a identificação destas ocorrências. Pretende-se também confrontar a categorização de competências KOM (competências e aprendizagem de matemática) com as inteligências múltiplas. Estiveram envolvidos no estudo cinco turmas, de quatro professoras, de uma escola secundária de uma cidade de média dimensão do interior de Portugal. Uma parte da metodologia adotada é a de uma investigação essencialmente qualitativa de cariz naturalista interpretativa e a outra parte, concentrou-se no desenvolvimento de um modelo teórico de categorização dos dados recolhidos, o protocolo de identificação. Este protocolo de identificação foi elaborado, explorado, validado e refinado em várias fases, ao longo da investigação. Foram definidas categorias e subcategorias de categorização, que foram sofrendo várias modificações até ficarem um conjunto de atitudes observáveis. O protocolo de identificação foi submetido à validação de especialistas na área e aos critérios de Schoenfeld. Com a versão final do protocolo de identificação os dados foram organizados em episódios e a partir desse modelo categorizados, sendo posteriormente analisados e interpretados. Os resultados obtidos permitem dizer que nos episódios das professoras são as inteligências lógico-matemática e linguística que se destacam e nos episódios dos alunos são as inteligências lógico-matemática e interpessoal que mais se observam, no entanto todas as outras inteligências ocorrem, quer isoladamente quer em evidências simultâneas. Quanto à relação existente entre as inteligências múltiplas e as competências KOM, os resultados permitem concluir que é forte entre as inteligências linguística e lógico-matemática e as competências KOM, apesar de a interação entre as restantes inteligências e competências também ser notória.
The main concern of this study has is to understand how multiple intelligences, proposed by Howard Gardner, are used in class, and how they occur in the relationship between teachers and students, which is accomplished by observing the interaction between them, their relative frequency and the way they occur simultaneously. To do that, a theoretical model to identify these events was adapted from previous work of Armstrong. This study also confronts KOM competences (Competencies and the Learning of Mathematics) with the occurrence of multiple intelligences in class. Five classes from four different teachers, from a secondary school of a medium-sized town in the interior of Portugal were involved. The methodology is essentially qualitative adopting a naturalist interpretative stance. The development of a theoretical model to categorise the collected data — the identification protocol was developed, explored, validated, and refined in several stages along the research. Categories and subcategories were defined, which underwent several modifications until they became a set of observable attitudes. The identification protocol was submitted to the validation of experts in the area and to the Schoenfeld criteria. Using the final identification protocol, data were organised in episodes and categorised, later being analysed and interpreted. The results show that in the teachers’ episodes, the linguistic and logical-mathematical intelligences are highlighted, while in the students’ episodes the logical-mathematical and interpersonal intelligences are the more observed ones; nevertheless, all the other intelligences occur, either in isolation or simultaneously. As far as the relation between multiple intelligences and KOM competences, the results show that there are strong connections between the linguistic and logical-mathematical intelligences and the KOM competences, but the interaction between the remaining intelligences and the competences is also present.
The main concern of this study has is to understand how multiple intelligences, proposed by Howard Gardner, are used in class, and how they occur in the relationship between teachers and students, which is accomplished by observing the interaction between them, their relative frequency and the way they occur simultaneously. To do that, a theoretical model to identify these events was adapted from previous work of Armstrong. This study also confronts KOM competences (Competencies and the Learning of Mathematics) with the occurrence of multiple intelligences in class. Five classes from four different teachers, from a secondary school of a medium-sized town in the interior of Portugal were involved. The methodology is essentially qualitative adopting a naturalist interpretative stance. The development of a theoretical model to categorise the collected data — the identification protocol was developed, explored, validated, and refined in several stages along the research. Categories and subcategories were defined, which underwent several modifications until they became a set of observable attitudes. The identification protocol was submitted to the validation of experts in the area and to the Schoenfeld criteria. Using the final identification protocol, data were organised in episodes and categorised, later being analysed and interpreted. The results show that in the teachers’ episodes, the linguistic and logical-mathematical intelligences are highlighted, while in the students’ episodes the logical-mathematical and interpersonal intelligences are the more observed ones; nevertheless, all the other intelligences occur, either in isolation or simultaneously. As far as the relation between multiple intelligences and KOM competences, the results show that there are strong connections between the linguistic and logical-mathematical intelligences and the KOM competences, but the interaction between the remaining intelligences and the competences is also present.
Descrição
Palavras-chave
Inteligências múltiplas Ensino da matemática - Interacção professor-aluno Competência e aprendizagem da matemática KOM - Inteligências múltiplas