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Authors
Abstract(s)
Este estudo, de natureza investigativa foi realizado no âmbito da minha prática de
ensino supervisionada, no ano letivo 2021/2022 na disciplina de Matemática,
lecionada em 17 aulas (de 45 minutos) na unidade didática Funções, Sequências e
Sucessões (FSS7) ancorada nas Aprendizagens Essenciais do 7.ºano. Os participantes
deste estudo constituem uma turma de 22 alunos, de uma escola do concelho de
Sintra.
A importância que os alunos atribuem ao feedback e a sua eficácia na aprendizagem
não são independentes das práticas de avaliação formativa do professor
(Gipps,1994). O estudo tem como objetivo compreender o contributo da Avaliação
Formativa de alunos de 7.º ano de escolaridade na aprendizagem das Funções e na
melhoria do desempenho dos alunos. De acordo com o objetivo formularam-se as
seguintes questões de investigação:
i. Quais as aprendizagens das funções que os alunos desenvolveram com
base nas ações formativas? E que dificuldades evidenciaram neste tema?
ii. De que forma, o feedback do professor influencia as ações do aluno
(aprendizagem, resolução de tarefas, comportamento)?
O trabalho de investigação sobre a prática desenvolveu-se em duas fases: uma
primeira, na qual se procedeu à análise das orientações curriculares, à elaboração de
tarefas e a reflexão de como estas poderiam ir ao encontro das aprendizagens dos
alunos. Uma segunda fase consistiu na realização das tarefas elaboradas, sendo que a
sua resolução também me permitiu repensar sobre como orientar os alunos a
superarem as dificuldades evidenciadas.
O estudo seguiu uma metodologia de natureza qualitativa assente num paradigma
interpretativo e a recolha de dados foi realizada através de observação participante e
por recolha documental. Os documentos recolhidos foram: registos áudio e
resoluções de alunos e registos escritos da professora.
Da implementação da unidade de ensino verificou-se que a maioria dos alunos
evidenciou compreender as definições de função linear e de função constante, bem
como no estudo da função de proporcionalidade direta. Em situações
contextualizadas, partindo de diferentes representações de uma função, os alunos
mostraram ser capazes de interpretar e relacionar corretamente as variáveis
envolvidas. Ao longo do estudo foram identificadas dificuldades ao nível da
utilização e da compreensão do significado da simbologia própria das funções e
observadas incorreções na construção de gráficos.
This investigative study was carried out within the scope of my supervised teaching pratice in the academic year 2021/2022 in the discipline of Mathematics, taught in the 17 classes (of 45 minutes) in the unit “Functions, Sequences and Sucessions” (FSS7) anchored in the 7th-grade essential learning. The participants of this study constitute a class of 22 students, from a school in the municipality of Sintra. The importance that students attach to feedback and its effectiveness in the learning is not independente oh the teacher’s formative assessment practices (Gipps,1994). The study aims to understand the contribution of the Formative Assessment of 7hgrade students in learning Functions and improving student performance. With this goal in mind, the following research questions were formulated: i) Whats lessons about mathematical functions did the students learn as a result of the implemented training actions? What difficulties did they show in this matter? ii) How does teacher feedback influence the students actions (learning, problema solving, behavior)? The pratical parto f the research was carried out in two phases. Firstly, the curricular guidelines were analyzed and tasks were created together with a reflection on how these could better facilitate the students learning. The second phase consisted of carrying out the planned tasks and the work done within that phase has also allowed me to rethink how to guide students to overcome the difficulties highlighted. The study followed a qualitative methodology based on na interpretative pradigm and data collection was carried out through participant observation and document colletion. The documents collect were; audio records and student work as well as written records of the teacher. From the implementation of the teaching unit it was found that most students showed understanding of the definitions of the linear function and the constant function, as the well as the function of direct proportionality. In contextualized situations, starting from diferente representations of a function, the students demonstrated the ability to corretly interpret and relate the variables involved. During the study, difficulties were diagnosed in terms of use and understanding of the functions’ symbolic meaning; also, inaccuracies in the construction of graphs were observed.
This investigative study was carried out within the scope of my supervised teaching pratice in the academic year 2021/2022 in the discipline of Mathematics, taught in the 17 classes (of 45 minutes) in the unit “Functions, Sequences and Sucessions” (FSS7) anchored in the 7th-grade essential learning. The participants of this study constitute a class of 22 students, from a school in the municipality of Sintra. The importance that students attach to feedback and its effectiveness in the learning is not independente oh the teacher’s formative assessment practices (Gipps,1994). The study aims to understand the contribution of the Formative Assessment of 7hgrade students in learning Functions and improving student performance. With this goal in mind, the following research questions were formulated: i) Whats lessons about mathematical functions did the students learn as a result of the implemented training actions? What difficulties did they show in this matter? ii) How does teacher feedback influence the students actions (learning, problema solving, behavior)? The pratical parto f the research was carried out in two phases. Firstly, the curricular guidelines were analyzed and tasks were created together with a reflection on how these could better facilitate the students learning. The second phase consisted of carrying out the planned tasks and the work done within that phase has also allowed me to rethink how to guide students to overcome the difficulties highlighted. The study followed a qualitative methodology based on na interpretative pradigm and data collection was carried out through participant observation and document colletion. The documents collect were; audio records and student work as well as written records of the teacher. From the implementation of the teaching unit it was found that most students showed understanding of the definitions of the linear function and the constant function, as the well as the function of direct proportionality. In contextualized situations, starting from diferente representations of a function, the students demonstrated the ability to corretly interpret and relate the variables involved. During the study, difficulties were diagnosed in terms of use and understanding of the functions’ symbolic meaning; also, inaccuracies in the construction of graphs were observed.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Matemática no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2022, Universidade de Lisboa, Instituto de Educação
Keywords
Aprendizagem da matemática Avaliação formativa Funções (Matemática) Ensino básico (3º Ciclo) Relatórios da prática de ensino supervisionada - 2022