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Abstract(s)
Assistimos a um mundo em constante evolução e mudança. É exemplo disso o desenvolvimento da Matemática, patente na sua história, desde há milhões de anos. Particularmente, o ensino da Matemática, através de investigações e experiências, sofreu também, ao longo dos tempos, diversas transformações, refletindo-se nos programas da disciplina. Em 2007 foi homologado o Programa de Matemática para o Ensino Básico atualmente em vigor, o qual veio promover o recurso a atividades de exploração, de investigação e de resolução de problemas em sala de aula.
Com os naturais desafios diários e agora com novas indicações metodológicas, o professor é levado a repetir sobre a sua prática profissional questionando-se sobre diversos aspetos. Uma atitude assim reflexiva culmina, muitas vezes, através de investigações, num desenvolvimento e conhecimento profissional significativo.
O presente estudo foi norteado pelas seguintes questões de investigação: (1)
Quais as dificuldades apresentadas pelos alunos na resolução de tarefas que não são exercícios, nomeadamente problemas, no tema Números e Operações do 3.º Ciclo do Ensino Básico?; (2) Com vista a ultrapassar essas dificuldades, o que posso melhorar ao nível da minha prática profissional?. A proposta pedagógica foi constituída por um conjunto de tarefas, aplicadas no
ano letivo 2011/2012, nos 7.º e 9.ºanos de escolaridade. Para o estudo, seguiu-se uma metodologia de investigação qualitativa, usando a narração multimodal como instrumento de recolha de dados e de desenvolvimento profissional reflexivo.
Os alunos foram refletivos a tarefas que não são exercícios, mas revelaram dificuldades em estruturar um método de resolução. Na discussão das resoluções, os alunos tiveram dificuldade em comunicar os seus raciocínios e, por vezes, o sucesso de implementação da tarefa ficou condicionado pela falta de conhecimentos prévios que já deviam estar consolidados.
No entanto, o professor não se pode resignar quando as aulas não correspondem
às suas expetativas. Cabe ao professor proporcionar aos alunos a experiência com tarefas de vários tipos, no sentido de diferentes graus de dificuldade e abertura, e, nomeadamente, com as que não são exercícios. Por outro lado, o mesmo deve promover uma metodologia de ensino-aprendizagem adequada para a resolução dessas tarefas, orientando os alunos para uma, cada vez maior, autonomia.
We are witnessing a world in constant evolution and change. One example is the development of Mathematics, evident in its history, from millions of years ago. Particularly, the teaching of Mathematics through researches and experiments, also suffered, over time, several transformations, reflected in the programs of the discipline. In 2007 the current existing Mathematics for Basic Education Program was approved, which came to promote the use of activities of exploration, research and problem solving in the classroom. With the natural daily challenges and now with recent methodological guidelines, the teacher is led to reflect on his professional practice questioning about several aspects. Such well reflective attitude often culminates through research, in a significant professional development and knowledge. This study was guided by the following research questions: (1) What are the difficulties faced by students in solving tasks that are not exercises, including problems, within the theme Numbers and Operations included in the third y le of basic education?; (2) In order to overcome these difficulties, what an I improve at the level of my professional practice?. The pedagogical proposal consisted of a group of tasks, implemented in the academic year 2011/2012, at the 7th and 9th grades. For the study, we used a qualitative approach, using multimodal narrative as a tool for gathering research data and promoting a professional reflective development. Students were receptive to tasks that are not exercises, but showed difficulties to structure a solving method. In the discussion of the resolutions, the students found it hard to express their logics and, sometimes, successful implementation of the task was conditioned by the la k of prior knowledge that should have been already consolidated. However, the teacher cannot resign when lasses do not meet his expectations. The tea her has to provide students experience with different types of tasks, in order to various degrees of difficulty and openness, and, in particular, with those that are not exercises. On the other hand, it should promote a teaching-learning methodology suitable for the resolution of those tasks, guiding students for an increasing autonomy.
We are witnessing a world in constant evolution and change. One example is the development of Mathematics, evident in its history, from millions of years ago. Particularly, the teaching of Mathematics through researches and experiments, also suffered, over time, several transformations, reflected in the programs of the discipline. In 2007 the current existing Mathematics for Basic Education Program was approved, which came to promote the use of activities of exploration, research and problem solving in the classroom. With the natural daily challenges and now with recent methodological guidelines, the teacher is led to reflect on his professional practice questioning about several aspects. Such well reflective attitude often culminates through research, in a significant professional development and knowledge. This study was guided by the following research questions: (1) What are the difficulties faced by students in solving tasks that are not exercises, including problems, within the theme Numbers and Operations included in the third y le of basic education?; (2) In order to overcome these difficulties, what an I improve at the level of my professional practice?. The pedagogical proposal consisted of a group of tasks, implemented in the academic year 2011/2012, at the 7th and 9th grades. For the study, we used a qualitative approach, using multimodal narrative as a tool for gathering research data and promoting a professional reflective development. Students were receptive to tasks that are not exercises, but showed difficulties to structure a solving method. In the discussion of the resolutions, the students found it hard to express their logics and, sometimes, successful implementation of the task was conditioned by the la k of prior knowledge that should have been already consolidated. However, the teacher cannot resign when lasses do not meet his expectations. The tea her has to provide students experience with different types of tasks, in order to various degrees of difficulty and openness, and, in particular, with those that are not exercises. On the other hand, it should promote a teaching-learning methodology suitable for the resolution of those tasks, guiding students for an increasing autonomy.
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Keywords
Desenvolvimento profissional reflexivo Narração multimodal Ensino básico Matemática
Citation
Publisher
Universidade da Beira Interior