A carregar...
Publicação
O pensamento algébrico nos anos iniciais : uma relação com a exploração de sequências
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.74 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Esta investigação tem como objetivo estudar como promover o desenvolvimento
do pensamento algébrico de alunos do 5.º ano de escolaridade, dando especial atenção
às suas estratégias, representações e dificuldades em compreender padrões e
regularidades, bem como em representar sequências. Na sua base está uma experiência
de ensino, realizada no primeiro semestre do ano letivo de 2019. Esta experiência
assenta uma conjectura de ensino-aprendizagem que segundo a qual os alunos
desenvolvem essa capacidade realizando tarefas de cunho essencialmente exploratório,
interagindo socialmente a partir do trabalho em pequenos grupos e em coletivo, e
utilizando diferentes representações matemáticas e estratégias para representar
sequências. A experiência estrutura-se em oito tarefas envolvendo sequências numéricas
e pictóricas repetitivas, crescentes, parcialmente repetitivas e parcialmente crescentes,
sendo as aulas conduzidas por mim, no duplo papel de professor e investigador. A
metodologia é qualitativa de cunhointerpretativo. A recolha de dados é feita por
observação participante na sala de aula com transcrição de áudio e análise documental
de documentos produzidos pelos alunos.
Os resultados mostram que os alunos usam as estratégias de identificação de
uma regularidade e de representação e contagem para compreender os padrões e
regularidades em sequências. Para representar as sequências, os alunos usam linguagem
natural escrita, linguagem natural oral, representação ativa, linguagem simbólica e
representação icônica. No trabalho com os padrões e regularidades, os alunos expressam
dificuldades em entender o termo unidade, determinar os números pares e ímpares,
interpretar, ordenar, comunicar dar atenção ao enunciado, reduzida cultura do trabalho
em pares, usar números ordinais, exibir padrão e argumentar.
This research aims to study how to promote the development of algebraic thinking of grade 5 students, paying special attention to their strategies, representations and difficulties in understanding patterns and regularities, as well as in representing sequences. The basis of the research is a teaching experiment, carried out in the first semester of the 2019 school year. This experiment is based on the teaching-learning conjecture that students develop this ability by working on exploratory tasks, interacting socially by working in small groups and in whole class, and using different mathematical representations and strategies to represent sequences. The experiment is structured in eight tasks involving repetitive, increasing, partially repetitive and partially increasing numerical and pictorial sequences, with the classes being conducted by me, in the double role of teacher and researcher. The methodology is qualitative and interpretative. Data collection was made by participant observation in the classroom with audio transcription and document analysis from documents produced by students. The results of the studies show that students use the strategies of identification of a regularity and of representation and counting to understand the patterns and regularities in a sequence. To represent sequences, the students use written natural language, oral natural language, active representations, symbolic language, and iconic representations. In the work with patterns and regularities, the students express difficulties understanding the term unity, determining odd and even numbers, interpreting, sorting, communicating, pay attention to the statement of the task, reduced culture of pair work, using ordinal numbers, displaying patterns, and arguing.
This research aims to study how to promote the development of algebraic thinking of grade 5 students, paying special attention to their strategies, representations and difficulties in understanding patterns and regularities, as well as in representing sequences. The basis of the research is a teaching experiment, carried out in the first semester of the 2019 school year. This experiment is based on the teaching-learning conjecture that students develop this ability by working on exploratory tasks, interacting socially by working in small groups and in whole class, and using different mathematical representations and strategies to represent sequences. The experiment is structured in eight tasks involving repetitive, increasing, partially repetitive and partially increasing numerical and pictorial sequences, with the classes being conducted by me, in the double role of teacher and researcher. The methodology is qualitative and interpretative. Data collection was made by participant observation in the classroom with audio transcription and document analysis from documents produced by students. The results of the studies show that students use the strategies of identification of a regularity and of representation and counting to understand the patterns and regularities in a sequence. To represent sequences, the students use written natural language, oral natural language, active representations, symbolic language, and iconic representations. In the work with patterns and regularities, the students express difficulties understanding the term unity, determining odd and even numbers, interpreting, sorting, communicating, pay attention to the statement of the task, reduced culture of pair work, using ordinal numbers, displaying patterns, and arguing.
Descrição
Trabalho de Projeto de Mestrado, Educação (Área de especialidade em Didática da Matemática), Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Pensamento matemático Sequências (Matemática) Representações numéricas Dificuldades Trabalhos de projeto de mestrado - 2019