| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.05 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O estudo que se apresenta tem como finalidade aferir de que modo o
desenvolvimento de tarefas escolhidas criteriosamente poderá contribuir para
o envolvimento de um grupo de alunos do quinto ano de escolaridade na
disciplina de matemática e facilitar a sua aprendizagem, nomeadamente no
que se refere ao conteúdo “Áreas e Perímetros”. Para tal elaborou-se uma
sequência organizada de oito tarefas exploratórias.
Este estudo assumiu uma abordagem metodológica de natureza
qualitativa, num design de estudo de caso. A recolha de dados foi realizada
através da observação direta e participante das aulas, com registo de notas de
campo e de meios audiovisuais.
Os resultados desta investigação revelaram que não só as tarefas que são
apresentadas, como a forma como são apresentadas pelo Professor aos alunos,
são aspetos fundamentais para o seu desenvolvimento intelectual, para a sua
motivação e consequente sucesso a nível da disciplina de Matemática.
Este estudo permitiu ainda concluir que tarefas abertas de múltiplas
soluções ou de múltiplas estratégias de resolução permitem aos alunos ser
criativos, revelando fluência, flexibilidade e originalidade. Assim sendo, o
modo de melhorar a compreensão concetual da Matemática deve focar-se em
torno de tarefas matematicamente desafiantes, promotoras do pensamento
flexível, raciocínio e resolução de problemas.
The purpose of this study is to assess how the development of carefully chosen tasks can increase student’s interest and engagement in a fifth grade Maths class and promote their learning, specifically on what concerns the topic “Areas and Perimeters”. To achieve that goal we created an organized sequence of eight exploratory tasks. This study followed a qualitative methodological approach, in a study case design. The data was collected through direct and participant observation of classes, including note registration and audiovisual means. The results of this research revealed that not only the task, but also the way it is presented by the teacher to the students are crucial aspects for their intellectual development, their motivation and consequent success in Maths. This study also showed that open tasks with multiple solutions or multiple solving strategies allow students to be creative and to reveal their fluency, flexibility and originality. Therefore, the way to improve conceptual understanding in Maths should focus on mathematically challenging tasks, ones that can promote flexible thoughts, reasoning and problem solving.
The purpose of this study is to assess how the development of carefully chosen tasks can increase student’s interest and engagement in a fifth grade Maths class and promote their learning, specifically on what concerns the topic “Areas and Perimeters”. To achieve that goal we created an organized sequence of eight exploratory tasks. This study followed a qualitative methodological approach, in a study case design. The data was collected through direct and participant observation of classes, including note registration and audiovisual means. The results of this research revealed that not only the task, but also the way it is presented by the teacher to the students are crucial aspects for their intellectual development, their motivation and consequent success in Maths. This study also showed that open tasks with multiple solutions or multiple solving strategies allow students to be creative and to reveal their fluency, flexibility and originality. Therefore, the way to improve conceptual understanding in Maths should focus on mathematically challenging tasks, ones that can promote flexible thoughts, reasoning and problem solving.
Description
Keywords
Tarefas Criatividade Áreas Perímetros Tasks Creativity Areas Perimeters
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação