A carregar...
Publicação
O contributo da avaliação formativa no ensino e aprendizagem no estudo de equações de 1º grau no 7º ano de escolaridade
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 10.7 MB | Adobe PDF |
Resumo(s)
Este trabalho de cariz investigativo procurou estudar o contributo da avaliação
formativa no ensino e aprendizagem do tópico matemático das equações de 1.º grau
no 7.º ano de escolaridade. Nesse sentido, propus-me a investigar de que forma este
processo de avaliação contribui para a superação das dificuldades mais comuns no
ensino e aprendizagem das equações e da álgebra, que capacidade de autoavaliação
têm os alunos do 7.º ano de escolaridade, e ainda, como encaram os processos de
autoavaliação e a avaliação formativa.
Este estudo teve por base uma proposta didática da unidade de ensino das
equações do 1.º grau, introduzida durante o 3.º período do ano letivo de 2021/2022. Os
participantes deste estudo foram 31 alunos de uma turma do 7.º ano do Colégio de S.
Tomás. Foram introduzidas 6 tarefas ao longo das 9 aulas que constituíram a
intervenção letiva, privilegiando-se o trabalho cooperativo entre alunos.
Além disso, para avaliar os contributos das práticas de avaliação formativa,
introduzi instrumentos tendo em vista promover a comunicação professor-aluno, a
partir sobretudo do feedback escrito partilhado nas resoluções das tarefas, e o
desenvolvimento das capacidades de autoavaliação dos alunos, relativamente aos
conteúdos matemáticos e aprendizagens realizadas.
A recolha de dados contemplou observação direta, recolha das resoluções
escritas das tarefas propostas aos alunos, realização de um questionário final e
entrevistas a quatro alunos selecionados. A análise da experiência letiva e das
informações obtidas destacou a importância da recolha documental para efeitos de
regulação tanto do processo de aprendizagem como do processo de ensino. Por um
lado, o feedback escrito apoia a consolidação das aprendizagens, fornecendo sugestões
de melhoria e correção, assim como dá orientações para o trabalho autónomo do aluno.
Por outro lado, a análise do trabalho realizado em aula permite que o professor regule
os seus planos e intervenções nas aulas seguintes tendo em conta a informação obtida
sobre as dificuldades evidenciadas, as estratégias preferidas pelos alunos ou os
conteúdos que necessitam de mais atenção.
This investigative work sought to study the contribution of formative assessment in the teaching and learning of the mathematical topic of linear equations at grade 7. With this purpose, I set out to investigate how formative assessment practices contribute to overcome the most common difficulties in teaching and learning mathematical equations and algebra, what self-assessment capacity students at grade 7 have and, also, how they regard the process of self-assessment and formative assessment. This study was based on a teaching proposal of a unit plan on linear equations, introduced during the 3rd term of the 2021/2022 academic year. The participants of this study were 31 students from a grade 7 class at Colégio de S. Tomás. During the 9 classes that constituted the teaching intervention, 6 tasks were introduced, and cooperative work among students was promoted. In addition, to assess the contribution of formative assessment practices, different tools and strategies were introduced to promote effective teacher-student communication, based mainly on written feedback shared after task solutions, and on the development of students’self-assessment skills regarding the mathematical content and the knowledge they developed. Different data collection methods were used, such as observation, gathering of written solutions of the tasks proposed to the students, a final questionnaire and interviews with four selected students. The analysis of the teaching experience and the information obtained highlights the importance of document collection for the purpose of regulating both the learning and teaching processes. On one hand, written feedback supports the consolidation of learning, providing suggestions for improvement and correction, as well as providing guidance for student autonomy. On the other hand, the analysis of the work carried out in class, allows the teacher to regulate lesson plans and interventions in the following lessons, taking into account the information observed and collected, such as the difficulties highlighted, the strategies preferred by the students or the contents that requires further attention.
This investigative work sought to study the contribution of formative assessment in the teaching and learning of the mathematical topic of linear equations at grade 7. With this purpose, I set out to investigate how formative assessment practices contribute to overcome the most common difficulties in teaching and learning mathematical equations and algebra, what self-assessment capacity students at grade 7 have and, also, how they regard the process of self-assessment and formative assessment. This study was based on a teaching proposal of a unit plan on linear equations, introduced during the 3rd term of the 2021/2022 academic year. The participants of this study were 31 students from a grade 7 class at Colégio de S. Tomás. During the 9 classes that constituted the teaching intervention, 6 tasks were introduced, and cooperative work among students was promoted. In addition, to assess the contribution of formative assessment practices, different tools and strategies were introduced to promote effective teacher-student communication, based mainly on written feedback shared after task solutions, and on the development of students’self-assessment skills regarding the mathematical content and the knowledge they developed. Different data collection methods were used, such as observation, gathering of written solutions of the tasks proposed to the students, a final questionnaire and interviews with four selected students. The analysis of the teaching experience and the information obtained highlights the importance of document collection for the purpose of regulating both the learning and teaching processes. On one hand, written feedback supports the consolidation of learning, providing suggestions for improvement and correction, as well as providing guidance for student autonomy. On the other hand, the analysis of the work carried out in class, allows the teacher to regulate lesson plans and interventions in the following lessons, taking into account the information observed and collected, such as the difficulties highlighted, the strategies preferred by the students or the contents that requires further attention.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Matemática, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Avaliação formativa Auto-avaliação Matemática Equações algébricas Relatórios da prática de ensino supervisionada - 2022