Loading...
Publication
Desenvolver a autonomia dos alunos : uma experiência do 5º ano de escolaridade
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 6.12 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O objectivo deste estudo é compreender em que medida o ensino da Matemática
baseado em tarefas com diferentes graus de estruturação pode contribuir para desenvolver
a autonomia dos alunos. Deste objectivo, emergem duas questões: (i) Que efeitos tem a
realização de diferentes tarefas na relação dos alunos com a Matemática, na sua
aprendizagem desta disciplina e no desenvolvimento da autonomia? e (ii) Que condições
e recursos se revelam importantes para o professor organizar e realizar tarefas que
fomentem a autonomia nos seus alunos?
Este estudo é uma investigação sobre a minha própria prática profissional, que
assenta num trabalho de colaboração com outra professora. Foi realizado numa turma a
meu cargo de 5° ano de escolaridade na disciplina de Matemática, onde assumi um papel
de observadora participante. Para além da análise do trabalho realizado nas aulas, realizei
um estudo mais detalhado dos casos de quatro alunos. A recolha de dados foi realizada
com recurso a entrevistas, diários de bordo e documentos de reflexão produzidos ao
longo do ano lectivo de 2003/04. A análise de dados foi realizada, recorrendo à
interpretação do conteúdo do material empírico recolhidos com estes diferentes
instrumentos.
Esta investigação revelou que as tarefas mais abertas, ou seja, as tarefas de
exploração/investigação e os projectos, são capazes de influenciar as concepções e atitude
dos alunos face à Matemática, promovem a mobilização de conhecimentos e o gosto pela
disciplina, sendo ao mesmo tempo agentes facilitadores do processo de autonomização.
Também, o trabalho de colaboração com outra professora, com toda a dinâmica que lhe é
inerente, revelou-se importante, não só para a gestão de um currículo direccionado para o
desenvolvimento da autonomia dos alunos mas também para mudança de práticas
pedagógicas e crescimento profissional de ambas as intervenientes
The aim of this study is to understand how mathematics teaching, based on tasks with different degrees of structure, can contribute to develop pupils' autonomy. Two questions emerge from this aim: (i) what are die effect of carrying out different tasks on the relation that pupils establish with mathematics, on their learning of this subject and on the development of their autonomy? and (ii) which conditions and resources are important to the teacher to organize and to carry through tasks that develop their pupils' autonomy? This study is a research on my own teaching practice, which is based on a work in collaboration with another teacher. It was carried out in a 5th grade mathematics class of my responsibility and where I assumed role of participant observer. Besides the word undertaken in class, I did a detailed case study of four pupils. Data collection was carried through by means of interviews, dairy and reflection documents produced along the school year of 2003/04. The analysis of data was carried through by means of the content analysis of the empirical corpus collected with these different tools. This research shows that the less structured tasks, i.e., the research tasks and the project, can influence the conceptions and the attitude of pupils towards mathematics, and promote the mobilization of knowledge and enjoyment with the subject. At the same time they promote pupils' autonomy. Moreover, the work in collaboration, with its inherent dynamics, proved to be helpful not only for the management of curriculum aimed at the development of the pupils' autonomy, but also for the change of the educational practice and the professional growth of the participating teachers.
The aim of this study is to understand how mathematics teaching, based on tasks with different degrees of structure, can contribute to develop pupils' autonomy. Two questions emerge from this aim: (i) what are die effect of carrying out different tasks on the relation that pupils establish with mathematics, on their learning of this subject and on the development of their autonomy? and (ii) which conditions and resources are important to the teacher to organize and to carry through tasks that develop their pupils' autonomy? This study is a research on my own teaching practice, which is based on a work in collaboration with another teacher. It was carried out in a 5th grade mathematics class of my responsibility and where I assumed role of participant observer. Besides the word undertaken in class, I did a detailed case study of four pupils. Data collection was carried through by means of interviews, dairy and reflection documents produced along the school year of 2003/04. The analysis of data was carried through by means of the content analysis of the empirical corpus collected with these different tools. This research shows that the less structured tasks, i.e., the research tasks and the project, can influence the conceptions and the attitude of pupils towards mathematics, and promote the mobilization of knowledge and enjoyment with the subject. At the same time they promote pupils' autonomy. Moreover, the work in collaboration, with its inherent dynamics, proved to be helpful not only for the management of curriculum aimed at the development of the pupils' autonomy, but also for the change of the educational practice and the professional growth of the participating teachers.
Description
Tese de mestrado em Educação (Didáctica da Matemática), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Keywords
Autonomia Gestão curricular Reflexão Matemática Teses de mestrado - 2005