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Comunicando, participando, matematicando através da internet : um estudo no 1º Ciclo
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Orientador(es)
Resumo(s)
A história que se apresenta neste relatório narra um estudo.
Um estudo que procurou analisar e compreender um projecto.
Um projecto que quis fazer encontrar, a distância, alunos.
Alunos que interagiram, comunicando, participando e matematicando, através da Internet.
A Internet que fez a diferença.
Este estudo procurou analisar e compreender em que medida a Internet consegue
proporcionar práticas colaborativas entre alunos do primeiro ciclo, através da interacção a
distância, no âmbito de actividades de exploração e resolução de problemas na área da
matemática. Trata-se de um estudo exploratório, indutivo e interpretativo centrado na análise e
compreensão de um caso.
A Internet, com os seus principais serviços, foi o instrumento de trabalho de todo o projecto
que é objecto em análise no estudo. Foi usada como meio de informação, de comunicação e
interacção e partilha entre os diferentes participantes. A matemática, pela sua natureza e
responsabilidade social e cultural foi a área privilegiada.
As actividades geraram entusiasmo e comunicação. Os alunos envolveram-se e aproximaram-se.
A cooperação e autonomia desenvolveram-se. A aprendizagem emergiu da participação na
prática, situando-se nas relações entre os participantes da comunidade que se foi construindo.
Os professores ajudaram a regular e a sustentar a interacção. A Internet permitiu que a
distância se encurtasse e que tudo sucedesse.
The story presented in this report tells of a study. A study that sought to analyse and understand a project. A project developed with the intent of making students meet at a distance. Students that interacted communicating, participating and doing mathematics. through the Internet. The Internet which made the difference. This study aimed to analyse and understand in what way does the Internet provide collaborative practices between students of primary school, through interaction at a distance, with activities in the area of the mathematics, such as problem solving. This is an exploratory, inductive and interpretative study where the main goal is to describe and understand a specific case. The Internet, with its wide range of applications, assumed the relevant role. It was the basic tool of the entire project, which is the object of analysis in this study. It was used as a way of Information, communication and interaction, allowing the creation of collaborative environment and social engagement. Mathematics, for its nature and sociocultural responsibility was chosen as the privileged area. As a result, activities generated enthusiasm and communication. Students became actively involved and grew closer themselves. Cooperation and autonomy have been developed. Learning emerged as a process of social participation through growing relationships between participants of the developing community of practice. Teachers helped regulate and support this interaction. Intemet shortened the distance and allowed everything to happen.
The story presented in this report tells of a study. A study that sought to analyse and understand a project. A project developed with the intent of making students meet at a distance. Students that interacted communicating, participating and doing mathematics. through the Internet. The Internet which made the difference. This study aimed to analyse and understand in what way does the Internet provide collaborative practices between students of primary school, through interaction at a distance, with activities in the area of the mathematics, such as problem solving. This is an exploratory, inductive and interpretative study where the main goal is to describe and understand a specific case. The Internet, with its wide range of applications, assumed the relevant role. It was the basic tool of the entire project, which is the object of analysis in this study. It was used as a way of Information, communication and interaction, allowing the creation of collaborative environment and social engagement. Mathematics, for its nature and sociocultural responsibility was chosen as the privileged area. As a result, activities generated enthusiasm and communication. Students became actively involved and grew closer themselves. Cooperation and autonomy have been developed. Learning emerged as a process of social participation through growing relationships between participants of the developing community of practice. Teachers helped regulate and support this interaction. Intemet shortened the distance and allowed everything to happen.
Descrição
Tese de mestrado em Educação (Didáctica da Matemática), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Palavras-chave
Aprendizagem Comunidades de prática Educação matemática Internet Mediação Comunicação