Publicação
The way we work: Contributions of collaborative work to mathematics learning
| dc.contributor.author | Borges, Inês | |
| dc.contributor.author | César, Margarida | |
| dc.date.accessioned | 2013-02-18T15:47:40Z | |
| dc.date.available | 2013-02-18T15:47:40Z | |
| dc.date.issued | 2012-07 | |
| dc.description.abstract | Negative social representations about mathematics and poor performances in national exams are common for many Portuguese students. Finding ways to promote students’ mathematical knowledge appropriation is a priority. The nature of the tasks, the working instructions, a robust didactic contract, and the social interactions in the classroom play an important role in students’ performances. This work is from the Interaction and Knowledge project whose main goal was studying/promoting collaborative work to improve students’ academic achievement and create more inclusive learning scenarios. It lasted 12 years and included 69 mathematics teachers/researches. Students worked in dyads or groups. We address the mathematical tasks used to introduce two chapters and how they facilitate students’ knowledge appropriation, also helping to foster the didactic contract. We focus in a 9th grade class. The participants were these students, the teacher/researcher and other observers. Data collecting instruments were: observation, questionnaires, a task inspired in projective techniques, an instrument to evaluate students’ abilities and competencies, and students’ protocols. The results illuminate that the chosen tasks facilitated students’ engagement in mathematical activities, finding solving strategies while working collaboratively. Students improved their positive academic self-esteem, an essential step to become legitimate participants. | por |
| dc.description.abstract | Les élèves portugais ont souvent des représentations sociales négatives sur les mathématiques et des faibles performances aux examens nationaux. Trouver des moyens de promouvoir l’appropriation des connaissances en mathématiques est une priorité. La nature des tâches, les instructions de travail, un contrat didactique fort et les interactions sociales jouent un rôle essentiel dans les performances des élèves. Ce travail appartient au projet Interaction et Connaissance dont l’objectif principal était l'étude/promotion du travail collaboratif pour améliorer la réussite académique des élèves et créer des scénarios d’apprentissage plus inclusifs. Il a duré 12 ans et comptait 69 professeurs/chercheurs de mathématiques. Les élèves ont travaillé en pairs ou en groupes. Nous abordons les tâches mathématiques utilisées pour introduire deux chapitres. Elles facilitent l’appropriation des connaissances et contribuent pour promouvoir le contrat didactique. Les participants étaient les élèves (une classe, 9ème année), le professeur/chercheur et d’autres observateurs. Les données ont été recueillies par l’observation, questionnaires, instruments inspirés aux techniques projectives, un instrument pour évaluer les capacités et les compétences des élèves et les protocoles des élèves. Les résultats illuminent que les tâches choisies facilitent l’engagement des élèves dans des activités mathématiques et la découverte de stratégies de résolution pendant qu’ils travaillent de façon collaborative. Les élèves ont amélioré leur estime de soi positive académique, une étape essentielle pour devenir des participants légitimes. | por |
| dc.description.sponsorship | Interaction and Knowledge project was partially supported by the Instituto de Inovação Educacional, medida SIQE 2 (projecto n.º 7/96) in 1996/97 and 1997/98, and by the Centro de Investigação em Educação da Faculdade de Ciências da Universidade de Lisboa since 1996. | por |
| dc.identifier.citation | Quaderni di Ricerca in Didattica (Mathematics), n. 22, Supplemento n. 1, 2012. | por |
| dc.identifier.issn | 1592-4424 | |
| dc.identifier.uri | http://hdl.handle.net/10451/7781 | |
| dc.language.iso | eng | por |
| dc.peerreviewed | yes | por |
| dc.publisher | G.R.I.M. (Department of Mathematics and Computer Science, University of Palermo, Italy) | por |
| dc.relation | Interacção e Conhecimento | por |
| dc.subject | Trabalho colaborativo | por |
| dc.subject | Natureza das tarefas | por |
| dc.subject | Instruções de trabalho | por |
| dc.subject | Contrato didáctico | por |
| dc.subject | Educação matemática | por |
| dc.title | The way we work: Contributions of collaborative work to mathematics learning | por |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.conferencePlace | Palermo, Itália | por |
| oaire.citation.endPage | 201 | por |
| oaire.citation.startPage | 198 | por |
| oaire.citation.title | Quaderni di ricerca in didattica (Mathematics) | por |
| person.familyName | César | |
| person.givenName | Margarida | |
| person.identifier.orcid | 0000-0002-5843-6881 | |
| person.identifier.scopus-author-id | 8296253900 | |
| rcaap.rights | restrictedAccess | por |
| rcaap.type | article | por |
| relation.isAuthorOfPublication | 4fc8e75b-4dfd-439d-b68a-2d06876415a5 | |
| relation.isAuthorOfPublication.latestForDiscovery | 4fc8e75b-4dfd-439d-b68a-2d06876415a5 |