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Advisor(s)
Abstract(s)
Neste estudo, focado na aprendizagem do manuseio do dinheiro, pretendeu-se
que os alunos adquirissem competências que os habilitasse a um maior grau de
independência e participação na vida em sociedade, desempenhando tarefas de cariz
financeiro de forma mais independente, por exemplo, compra de produtos,
pagamento de serviços e gestão do dinheiro. Para alcançar o pretendido, utilizou-se a
metodologia do ensino direto, com tarefas estruturadas. Numa fase inicial o
investigador prestava apoio constante aos alunos, que foi diminuindo gradualmente
à medida que atingiam as competências relacionadas com o dinheiro. Na fase final,
os alunos realizaram as tarefas propostas de forma autónoma.
Construído como um estudo de caso, os dados foram recolhidos através de
observação direta e de provas de monitorização. Os alunos começaram por realizar
uma avaliação inicial para delinear a linha de base da intervenção. Posteriormente,
foi realizada a intervenção baseada no ensino direto, com recurso ao computador, à
calculadora, a provas de monitorização e ao manuseio de dinheiro. O computador foi
utilizado na intervenção como tecnologia de apoio à aprendizagem, permitindo a
realização de jogos interativos e consulta de materiais.
No final da intervenção os alunos revelaram autonomia na resolução das tarefas,
pois já tinham automatizado os processos matemáticas para saber manusear
corretamente a moeda euro. O ensino direto auxiliou os alunos a reterem as
competências matemáticas essenciais de manuseamento do dinheiro, compondo
quantias, efetuando pagamentos e conferindo trocos, que muito podem contribuir
para terem uma participação independente na vida em sociedade
This study focused on money handling learning, intended that students acquire skills that allow them to a greater degree of independence and participation in society, performing financial-oriented tasks more independently, for example, purchase products, payment services and money management. To achieve the desired, we used direct instruction method, with structured tasks. Initially the investigator rendered constant support to students that gradually decreased, as they reached the skills related to money. In the final phase, students performed their assignments independently. Built as a single case study, data were collected through direct observation and monitoring tests. Students began to conduct an initial assessment to outline the baseline intervention. Subsequently, the intervention based on direct teaching was carried out using the computer, the calculator, the evidence of monitoring and cash handling. The computer was used in the intervention as a learning support technology, allowing the realization of interactive games and materials consultation. At the end of the intervention students showed autonomy in solving tasks, as had already automated the mathematical processes to know how to properly handle the euro currency. The direct instruction helped students retain the essential mathematical skills of cash handling, compounding amounts, making payments and checking shillings, which can greatly contribute to have an independent participation in society
This study focused on money handling learning, intended that students acquire skills that allow them to a greater degree of independence and participation in society, performing financial-oriented tasks more independently, for example, purchase products, payment services and money management. To achieve the desired, we used direct instruction method, with structured tasks. Initially the investigator rendered constant support to students that gradually decreased, as they reached the skills related to money. In the final phase, students performed their assignments independently. Built as a single case study, data were collected through direct observation and monitoring tests. Students began to conduct an initial assessment to outline the baseline intervention. Subsequently, the intervention based on direct teaching was carried out using the computer, the calculator, the evidence of monitoring and cash handling. The computer was used in the intervention as a learning support technology, allowing the realization of interactive games and materials consultation. At the end of the intervention students showed autonomy in solving tasks, as had already automated the mathematical processes to know how to properly handle the euro currency. The direct instruction helped students retain the essential mathematical skills of cash handling, compounding amounts, making payments and checking shillings, which can greatly contribute to have an independent participation in society
Description
Keywords
Ensino Direto Direct instruction Computador Estudo de Caso Matemática Dinheiro Computer single case Study Mathematics Money
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação