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Authors
Abstract(s)
Este relatório foi desenvolvido no âmbito da prática de ensino supervisionada
tendo por base o trabalho realizado na unidade de ensino de Probabilidades, com uma
turma de 9.º ano, do Instituto de Ciências Educativas. A lecionação da unidade de ensino
decorreu no final do 2.º período, ao longo de 11 aulas, das quais seis com duração de 45
minutos e cinco com duração de 90 minutos. Durante estas aulas privilegiei o ensino
exploratório, recorrendo a tarefas exploratórias, a problemas e exercícios, assim como ao
uso de simulações recorrendo a materiais manipuláveis e à tecnologia, nomeadamente ao
Geogebra.
Neste âmbito realizei um estudo com o objetivo de compreender as aprendizagens
realizadas por alunos de 9.º ano na unidade de ensino “Probabilidades”. A metodologia
de investigação segue uma abordagem qualitativa e interpretativa, tendo como principais
métodos de recolha de dados: a recolha das produções escritas de três alunos, a
observação participante com registo áudio e vídeo dos momentos de trabalho autónomo
e discussões em grupo-turma e a realização de uma entrevista aos participantes no estudo.
A análise de dados evidencia que o ensino exploratório permitiu que os alunos
construíssem o seu conhecimento relativamente a conceitos associados à aleatoriedade,
ao espaço amostral e ao conceito de probabilidade. A simulação quer recorrendo a
materiais manipuláveis quer ao Geogebra, favoreceu a aprendizagem dos alunos no que
diz respeito à noção de acontecimentos equiprováveis e acontecimentos incompatíveis.
Os alunos apresentaram algumas dificuldades relacionadas com a compreensão do
enunciado das tarefas, com algumas noções ligadas ao conceito de aleatoriedade e ainda,
na construção do diagrama de Venn para o cálculo de uma probabilidade associada a
acontecimentos compostos. Na sua generalidade, os alunos parecem não distinguir
claramente as duas abordagens do conceito de probabilidade, um aspeto que merece
reflexão.
This report was developed in the scope of the supervised teaching of the unit Probability, with a 9th grade class from the Instituto de Ciências Educativas. The teaching of this unit took place at the end of the 2nd trimester, with the duration of eleven lessons, six of which with 45min of duration and the other five lessons with a duration of 90min. In this lessons I privileged an exploratory teaching, using exploratory tasks, problems and exercises, as the use of simulations with the resort of handling materials and technology, like Geogebra. In this scope I did a study with the aim of understanding the learning process of 9th grade students in the unit of Probability. The research methodology follows a qualitative and interpretive approach, having as main methods of data collection: collection of written productions from three students; participant observation with video and audio recording of moments of autonomous work and group discussions; and an interview to the participants in the study. The data analysis indicates that the exploratory teaching allowed students to construct their own knowledge related to concepts associated with randomness, sample space and the concept of probability. The simulation whether with the manipulative materials or with Geogebra, favoured the students learning with regard to notions of equiprobable events and incompatible events. The students showed some difficulties related with the understanding of the tasks questions, with some notions related to randomness concept and with the construction of Venn diagrams to calculate the probability associated with compound events. In general, the students seem to not distinguish clearly the two approaches of the concept of probability, a fact that deserves reflection.
This report was developed in the scope of the supervised teaching of the unit Probability, with a 9th grade class from the Instituto de Ciências Educativas. The teaching of this unit took place at the end of the 2nd trimester, with the duration of eleven lessons, six of which with 45min of duration and the other five lessons with a duration of 90min. In this lessons I privileged an exploratory teaching, using exploratory tasks, problems and exercises, as the use of simulations with the resort of handling materials and technology, like Geogebra. In this scope I did a study with the aim of understanding the learning process of 9th grade students in the unit of Probability. The research methodology follows a qualitative and interpretive approach, having as main methods of data collection: collection of written productions from three students; participant observation with video and audio recording of moments of autonomous work and group discussions; and an interview to the participants in the study. The data analysis indicates that the exploratory teaching allowed students to construct their own knowledge related to concepts associated with randomness, sample space and the concept of probability. The simulation whether with the manipulative materials or with Geogebra, favoured the students learning with regard to notions of equiprobable events and incompatible events. The students showed some difficulties related with the understanding of the tasks questions, with some notions related to randomness concept and with the construction of Venn diagrams to calculate the probability associated with compound events. In general, the students seem to not distinguish clearly the two approaches of the concept of probability, a fact that deserves reflection.
Description
Relatório da prática de ensino supervisionada, Mestrado em Ensino de Matemática no 3º Ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2018
Keywords
Probabilidade Aprendizagem Dificuldades Simulação Ensino básico (3º ciclo) Relatórios da prática de ensino supervisionada - 2018