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Abstract(s)
O presente trabalho centrou-se num estudo de caso realizado com uma turma
de estudantes do sexto ano, seguindo-se uma metodologia de natureza
qualitativa, em que a problemática de investigação se situa na melhoria do
envolvimento dos estudantes do 2º ciclo nas aprendizagens, em particular da
disciplina de Matemática. O estudo orientou-se pela prossecução de três
objetivos principais, a saber: envolver os estudantes na aprendizagem da
Matemática; desenvolver a capacidade de mobilizar conhecimentos de
matemática em diferentes contextos; promover o reconhecimento da importância
do conhecimento matemático, na resolução de problemas reais.
Com este trabalho procurou-se dar resposta às questões de investigação
percursoras deste estudo: (1) Que metodologias ou estratégias de trabalho
promovem um maior envolvimento dos estudantes na aprendizagem da
Matemática? (2) Como orientar os estudantes a estabelecer conexões entre a
Matemática e outras áreas curriculares? (3) Que situações formativas levam os
estudantes a sentir a necessidade do conhecimento matemático, percebendo a
sua utilidade na vida em sociedade?
Neste contexto, implementaram-se três situações formativas, desenvolvidas
em aulas de Matemática, Educação Física, Educação Tecnológica e Educação
para a Cidadania, seguindo uma abordagem construtivista. A recolha de dados
baseou-se na observação participante da professora investigadora, nas produções
dos estudantes e em registos fotográficos. A análise dos resultados mostrou
como os estudantes se envolveram positivamente nas aprendizagens, como
mobilizaram conteúdos matemáticos e como sentiram a necessidade do
conhecimento matemático em situações da vida real em sociedade.
This study focused on a case study with a group of students of the sixth year, followed by a qualitative methodology, in which the research problem lies in improving the involvement of students of the 2nd cycle in the discipline of learning Mathematics. The study was guided by the pursuit of three main objectives, namely: to engage students in the learning of mathematics; develop the ability to mobilize knowledge of mathematics in different contexts; promote recognition of the importance of mathematical knowledge in solving real problems. With this work we tried to meet the precursors research questions of this study: (1) What methods or work strategies promote greater involvement of students in the learning of mathematics? (2) How to guide students to make connections between mathematics and other subject areas? (3) What training situations lead students to feel the need of mathematical knowledge, noting its usefulness in society? In this context, were implemented three training situations, developed in mathematics classes, Physical Education, Technology Education and Education for Citizenship, following a constructivist approach. Data collection was based on participant observation the researcher teacher, in the productions of students and photographic records. The results showed how students positively engaged in learning, as mobilized mathematical content and how they felt the need of mathematical knowledge in real life situations in society.
This study focused on a case study with a group of students of the sixth year, followed by a qualitative methodology, in which the research problem lies in improving the involvement of students of the 2nd cycle in the discipline of learning Mathematics. The study was guided by the pursuit of three main objectives, namely: to engage students in the learning of mathematics; develop the ability to mobilize knowledge of mathematics in different contexts; promote recognition of the importance of mathematical knowledge in solving real problems. With this work we tried to meet the precursors research questions of this study: (1) What methods or work strategies promote greater involvement of students in the learning of mathematics? (2) How to guide students to make connections between mathematics and other subject areas? (3) What training situations lead students to feel the need of mathematical knowledge, noting its usefulness in society? In this context, were implemented three training situations, developed in mathematics classes, Physical Education, Technology Education and Education for Citizenship, following a constructivist approach. Data collection was based on participant observation the researcher teacher, in the productions of students and photographic records. The results showed how students positively engaged in learning, as mobilized mathematical content and how they felt the need of mathematical knowledge in real life situations in society.
Description
Keywords
Matemática Ciências Envolvimento Interdisciplinaridade Articulação Experimentação e cidadania Mathematics Sciences Involvement Experimentation Articulation Interdisciplinarity and citizenship
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação