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O discurso do professor no ensino e aprendizagem das equações literais no 8.º ano, no âmbito da experimentação do novo programa de matemática do ensino básico
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Resumo(s)
Este relatório foi elaborado a partir da prática de ensino supervisionada que
realizei na Escola Secundária D. João V, na Damaia. O trabalho decorreu numa
turma de 8.º ano, turma piloto do Novo Programa de Matemática para o Ensino
Básico (NPMEB).
Realizei, neste contexto, um trabalho com um cariz investigativo, e em que,
enquanto professora estagiária, desempenho também o papel de investigadora,
exigindo-me um trabalho de reflexão e de auto - análise. Sendo o meu objectivo
compreender a natureza do meu discurso como professora, para o qual formulei
as seguintes questões:
- De que forma o meu discurso contribui para a negociação de significados?
- De que forma adapto o meu discurso face às dificuldades dos alunos na
aprendizagem das equações literais?
- Que constrangimentos identifico no meu discurso na sala de aula, no
ensino e aprendizagem das equações literais?
Para este conjunto de aulas que leccionei no 3.º período, foram preparadas
tarefas nas quais os alunos trabalharam em grupo, tal como acontecia desde o
início do ano lectivo, sendo a resolução por parte dos grupos seguida de discussão
em turma. O conteúdo matemático que serviu de suporte a este estudo foi o das
equações literais. Pelo facto de pertencer ao grande tema Álgebra, que surge
revalorizado no NPMEB (2007), é feito um breve enquadramento teórico sobre o
ensino e aprendizagem do mesmo.
Como referi, o objectivo deste estudo passa pela análise do meu discurso,
assim sendo, apresento também no enquadramento teórico uma breve revisão de
literatura, em particular no que diz respeito à interacção e à negociação de
significados.
As aulas foram gravadas em formato áudio e vídeo, sobre as quais desenvolvi
uma análise procurando responder às questões de suporte a este estudo. Para
finalizar, apresento uma secção de reflexão sobre o trabalho realizado, onde
discuto alguns constrangimentos identificados e perspectivo alterações e
melhorias futuras.
The following report was written after my supervised training as a teacher, which I carried out in Escola Secundária D. João V, Damaia. This project has been performed with an 8th grade class, which is a pilot class for the New Programme of Mathematics for the Ground School (NPMEB). In this context, I developed a qualitative and interpretive research work, in which, while trainee teacher, have played also the role of researcher, demanding reflection and self-analysis during the process. As the objective is to understand the nature of my speech as professor, the following questions were formulated: - How can my speech contribute to the negotiation of meanings? - How do I adapt my speech to the difficulties presented by students in the learning process of literal equations? - Which constraints do I identify in my speech in the classroom, during the teaching process of literal equations? For these classes, which happened in the third term, I prepared tasks so that my students could work in groups, which was a practice that had been used since the beginning of the year. The accomplishment and resolution of the different tasks was then followed by a discussion that included all the students. Literal equations were the mathematical content in which this study was based. Since this theme is part of the wider field of Algebra, highly revalued in the NPMEB, a brief theoretical approach of teaching and learning Algebra is presented. As mentioned, the objective of this project includes the analysis of the speech. Thus, a concise revision and analysis of bibliography about that subject is presented, in particular concerning negotiation of meanings. After viewing and analyzing the audio and visual recordings of my classes, a careful analysis was done in the sense of seeking answer support this study. To finalize, a section is included with a reflection on the entire work process, where some identified constraints are discusses and some changes and future improvements are presented.
The following report was written after my supervised training as a teacher, which I carried out in Escola Secundária D. João V, Damaia. This project has been performed with an 8th grade class, which is a pilot class for the New Programme of Mathematics for the Ground School (NPMEB). In this context, I developed a qualitative and interpretive research work, in which, while trainee teacher, have played also the role of researcher, demanding reflection and self-analysis during the process. As the objective is to understand the nature of my speech as professor, the following questions were formulated: - How can my speech contribute to the negotiation of meanings? - How do I adapt my speech to the difficulties presented by students in the learning process of literal equations? - Which constraints do I identify in my speech in the classroom, during the teaching process of literal equations? For these classes, which happened in the third term, I prepared tasks so that my students could work in groups, which was a practice that had been used since the beginning of the year. The accomplishment and resolution of the different tasks was then followed by a discussion that included all the students. Literal equations were the mathematical content in which this study was based. Since this theme is part of the wider field of Algebra, highly revalued in the NPMEB, a brief theoretical approach of teaching and learning Algebra is presented. As mentioned, the objective of this project includes the analysis of the speech. Thus, a concise revision and analysis of bibliography about that subject is presented, in particular concerning negotiation of meanings. After viewing and analyzing the audio and visual recordings of my classes, a careful analysis was done in the sense of seeking answer support this study. To finalize, a section is included with a reflection on the entire work process, where some identified constraints are discusses and some changes and future improvements are presented.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino da Matemática 3.º Ciclo e Secundário, Universidade de Lisboa, 2010
Palavras-chave
Didáctica da matemática Ensino básico - Portugal Relatórios da prática de ensino supervisionada - 2010