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Como lidam os professores do 1º ciclo com o currículo prescrito da matemática e qual o papel mediador dos manuais nesse processo
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Orientador(es)
Resumo(s)
Este estudo tem como objectivo pesquisar como lidam os professores do 1° Ciclo
com o currículo da Matemática e que papel tem o manual escolar nesse processo.
Desenvolvi a pesquisa no sentido de investigar a relação entre a forma como os
professores gerem, nas suas aulas, o curriculo de Matemática e o uso que fazem nas
mesmas, do manual escolar.
A pesquisa é desenvolvida à volta de três questões centrais: (1) Como
perspectivam os professores do T ciclo a Educação Matemática? (2) Que bloqueios se
colocam às professoras na gestão do currículo da Matemática? (3) Em que medida os
manuais escolares facilitam ou inibem as práticas do professor no que diz respeito à
Educação Matemática, nomeadamente às suas práticas na sala de aula?
A metodologia usada insere-se numa perspectiva qualitativa de investigação e
envolve a participação de três professoras do Ciclo, de diferentes idades e diferentes
percursos profissionais. Os dados foram obtidos através de entrevistas e de registos de
situações ocorridas durante as observações de aulas, de algumas conversas informais e
consulta e análise de alguns documentos relativos à legislação em vigor e às práticas das
professoras.
A análise é feita numa perspectiva interpretativa e assumo este estudo como
exploratório.
Os resultados sugerem-me alguns comentários fundamentados na pesquisa, mas o
que efectivamente ressalta é que as professoras revelam dificuldades de natureza
pedagógica na gestão do currículo de Matemática, assumindo a necessidade de
formação nesta área, de modo a ultrapassarem alguns bloqueios que se lhes colocam na
implementação do currículo. Os manuais são utilizados pelas três professoras
envolvidas no estudo nas suas práticas pedagógicas, embora de modo diferente e sempre
com pouco sentido crítico. O manual é considerado pelas três professoras como um
instrumento necessário ao professor, justificado pelo facto de ser, por vezes, o único
material disponível.
This research, in the domain of Mathematics Education, aims to study the way in which 1st cycle of basic education teachers manage the Mathematics curriculum, and the role played by the textbook in this process. The purpose of the research was to investigate the relationship between the way teachers manage the Mathematics curriculum in their classes and how they use the textbook. The research focused on three questions: -How do l^cycle of basic education teachers view mathematics education? -What obstacles hamper their management of the mathematics curriculum? -To what extent do textbooks facilitate or inhibit teachers' practices in the classroom? The research methodology adopted was the qualitative one and mvolved the participation of three cycle of basic education teachers, of different ages and with different professional trajectories. The data was obtained through interviews, class observations notes, some informal talks and analysis of certain documents refening to current legislation and to teachers' practices. The data analysis was interpretative and it is considered an exploratory study. The results suggest some comments based on the research, but it should be stressed that tiie teachers show difficulties of pedagogical nature in matiiematics curriculum development. They assumed their need of training in mathematics education in order to overcome the obstacles that they have when they try to implement mathematics curriculum. Textbooks are used by tiie three teachers in their practices, although in different way, but with few criticism. The textbook is considered by the tiiree teachers as a necessary tool for teacher. They justify that as, many times, it is the only tool available for teacher in school.
This research, in the domain of Mathematics Education, aims to study the way in which 1st cycle of basic education teachers manage the Mathematics curriculum, and the role played by the textbook in this process. The purpose of the research was to investigate the relationship between the way teachers manage the Mathematics curriculum in their classes and how they use the textbook. The research focused on three questions: -How do l^cycle of basic education teachers view mathematics education? -What obstacles hamper their management of the mathematics curriculum? -To what extent do textbooks facilitate or inhibit teachers' practices in the classroom? The research methodology adopted was the qualitative one and mvolved the participation of three cycle of basic education teachers, of different ages and with different professional trajectories. The data was obtained through interviews, class observations notes, some informal talks and analysis of certain documents refening to current legislation and to teachers' practices. The data analysis was interpretative and it is considered an exploratory study. The results suggest some comments based on the research, but it should be stressed that tiie teachers show difficulties of pedagogical nature in matiiematics curriculum development. They assumed their need of training in mathematics education in order to overcome the obstacles that they have when they try to implement mathematics curriculum. Textbooks are used by tiie three teachers in their practices, although in different way, but with few criticism. The textbook is considered by the tiiree teachers as a necessary tool for teacher. They justify that as, many times, it is the only tool available for teacher in school.
Descrição
Tese de mestrado em Didáctica da Matemática, apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Palavras-chave
Matemática Currículo Práticas pedagógicas Professores Manuais Teses de mestrado - 2005