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Abstract(s)
JEAN PIAGET defendia que “a capacidade cognitiva humana nasce e desenvolve-se,
não vem pronta.” Temos hoje consciência de que o ser humano evolui em consequência da sua
interação sensorial com o mundo, construindo a sua intrincada relação de ações condicionadas
pela perceção do que o rodeia e pela sua capacidade de criar e relacionar com o que apreende.
O conhecimento resulta, assim, de um processo de aprendizagem complexo, variável de
indivíduo para indivíduo, mas que pode ser compreendido, sistematizado e definido. BIGGS e
COLLIS, partindo dos pressupostos gerais enunciados por PIAGET, elaboraram uma teoria,
denominada Taxonomia SOLO, que nos fornece parâmetros para analisar e classificar os
conteúdos de um processo de aprendizagem, através da descrição dos processos envolvidos na
dialética pergunta/resposta, numa escala de dificuldade ou complexidade. A dialética
pergunta/resposta é, na sua génese, a ferramenta essencial de um momento determinante do
processo de ensino – a Avaliação.
O nosso trabalho assenta essencialmente numa análise do processo de Avaliação, tendo
por base o conjunto de provas de avaliação da disciplina de matemática num contexto
determinado e num período de tempo concretamente definido, através da análise e classificação
de questões sobre os diversos conteúdos avaliados. A investigação incidiu sobre os exames
nacionais de Matemática do 12º ano de escolaridade, em ambas as fases de exame, entre 2006
e 2014. Como metodologia, seguimos os pressupostos da Taxonomia SOLO propostos por
BIGGS e COLLIS, no modelo de categorização desenvolvido e adaptado por MÁRIO CEIA, a
partir do qual seguimos uma matriz de classificação das questões que entendemos ajustada ao
objeto da análise e fiel aos pressupostos de base. O nosso trabalho fornece uma análise exaustiva
de um momento do processo de ensino enquanto processo de validação da metodologia
proposta. Conscientemente, não aborda outras perspetivas fundamentais para uma análise
global da qualidade de ensino e que não cabem no âmbito desta tese. Ainda assim, pelos
resultados obtidos, podemos enunciar algumas propostas conclusivas quanto às evidências que
resultam do estudo e que desde já se antecipam – o ensino da matemática é generalizante, o
grau de exigência é cada vez maior e as médias finais na avaliação da disciplina tendiam para
mais negativas.
JEAN PIAGET argued that "human cognitive ability borns and develops, does not appear ready." We are now aware that the human being evolves, as a consequence of his sensorial interaction with the world, building his intricate relation of actions conditioned by the perception of his surroundings and by his capacity to create and relate to what he perceives. So, knowledge results from a complex learning process, variable from individual to individual, but which can be understood, systematized and defined. BIGGS and COLLIS, based on the general assumptions enunciated by PIAGET, elaborated a theory, called Taxonomy SOLO, that provides us with parameters to analyse and classify the contents of a learning process, through the description of the processes involved in the question / answer dialectic, on a scale of difficulty or complexity. The question / answer dialectic is, in its genesis, the essential tool of a determinant moment of the teaching process - the Evaluation. Our work is essentially based on the analysis of the Evaluation process, based on the set of evaluation tests of mathematics in a given context and in a defined period of time, through the analysis and classification of questions about the various contents evaluated. The research focused on the national examinations of Mathematics of the 12th grade, in both phases of examination, between 2006 and 2014. As methodology, we follow the assumptions of the Taxonomy SOLO proposed by BIGGS and COLLIS, in the categorization model developed and adapted by MÁRIO CEIA, from which we followed a classification matrix of the questions that we consider adjusted to the object of the analysis and faithful to the basic assumptions. Our work provides an exhaustive analysis of a moment in the teaching process, as a validation process of the proposed methodology. Consciously, it does not address other fundamental perspectives for a comprehensive analysis of teaching quality as it does not fall within the scope of this thesis. Still, from the results obtained, we can state some conclusive proposals regarding the evidences that result from the study and that we can anticipate - the teaching of mathematics is generalizing, the degree of exigency is increasing and the final averages in the evaluation of the discipline tended to be more negative.
JEAN PIAGET argued that "human cognitive ability borns and develops, does not appear ready." We are now aware that the human being evolves, as a consequence of his sensorial interaction with the world, building his intricate relation of actions conditioned by the perception of his surroundings and by his capacity to create and relate to what he perceives. So, knowledge results from a complex learning process, variable from individual to individual, but which can be understood, systematized and defined. BIGGS and COLLIS, based on the general assumptions enunciated by PIAGET, elaborated a theory, called Taxonomy SOLO, that provides us with parameters to analyse and classify the contents of a learning process, through the description of the processes involved in the question / answer dialectic, on a scale of difficulty or complexity. The question / answer dialectic is, in its genesis, the essential tool of a determinant moment of the teaching process - the Evaluation. Our work is essentially based on the analysis of the Evaluation process, based on the set of evaluation tests of mathematics in a given context and in a defined period of time, through the analysis and classification of questions about the various contents evaluated. The research focused on the national examinations of Mathematics of the 12th grade, in both phases of examination, between 2006 and 2014. As methodology, we follow the assumptions of the Taxonomy SOLO proposed by BIGGS and COLLIS, in the categorization model developed and adapted by MÁRIO CEIA, from which we followed a classification matrix of the questions that we consider adjusted to the object of the analysis and faithful to the basic assumptions. Our work provides an exhaustive analysis of a moment in the teaching process, as a validation process of the proposed methodology. Consciously, it does not address other fundamental perspectives for a comprehensive analysis of teaching quality as it does not fall within the scope of this thesis. Still, from the results obtained, we can state some conclusive proposals regarding the evidences that result from the study and that we can anticipate - the teaching of mathematics is generalizing, the degree of exigency is increasing and the final averages in the evaluation of the discipline tended to be more negative.
Description
Keywords
Exames nacionais - Matemática - Análise da qualidade - Taxonomia SOLO Exames nacionais - Matemática - 12º anos - Portugal - 2006-2014