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Trabalho de projecto em estatística : contributos do trabalho colaborativo para as práticas de uma turma de 10º ano de escolaridade
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Resumo(s)
Numa sociedade do conhecimento, onde os dados quantitativos desempenham um
papel de relevo, nomeadamente nos media, a literacia estatística tende a tomar-se cada
vez mais essencial para que os cidadãos possam exercer plenamente o seu papel. A
investigação revela que o papel desempenhado pelo trabalho de projecto e pelo trabalho
colaborativo, enquanto mediadores e facilitadores das transições entre os conhecimentos
e vivências dos alunos e os conhecimentos académicos, favorece a
mobilização/desenvolvimento de competências essenciais. Esta prática de sala de aula é
facilmente adaptável à estatística pelas diversas pontes entre os conteúdos estatísticos e
a vida quotidiana. A colaboração entre professores é desejável para responder aos
desafios que advêm da implementação do trabalho de projecto.
Este trabalho faz parte do projecto Interacção e Conhecimento, que tem como
objectivo principal estudar e implementar trabalho colaborativo para promover o
sucesso académico dos alunos, bem como o seu desenvolvimento sócio-cognitivo e
emocional. Os participantes são os alunos de uma turma de 10° ano de escolaridade
(n=22), a professora de matemática e o investigador. Desenvolvemos uma experiência
de co-ensino, em que a professora de matemática e o investigador, que pertencem ao
projecto Interacção e Conhecimento, prepararam e acompanharam a implementação de
um trabalho de projecto em estatística, nessa turma. Como instrumentos de recolha de
dados usou-se a observação (registada no diário de bordo do professor/investigador e
registo áudio), fotos, questionários, documentos, protocolos dos alunos, entrevistas e os
trabalhos de projecto. A turma trabalhou colaborativamente lodo o ano lectivo. O
trabalho de projecto decorreu, de forma faseada, em regime de co-ensino, nos 2° e 3°
períodos.
Os resultados iluminam que a prática de co-ensino favoreceu o trabalho
colaborativo nas suas diversas vertentes (aluno-aluno, aluno-professor e professor-professor) e também contribuiu para o desenvolvimento pessoal e profissional dos
professores. O trabalho de projecto associado ao trabalho colaborativo foi uma
ferramenta poderosa para a aprendizagem da estatística e para a mobilização e
desenvolvimento de competências várias, essenciais a uma cidadania responsável e
crítica. Além disso, contribuiu para tomar as aulas mais inclusivas, desocultando as
vozes dos estudantes.
In a knowledge-based society in which quantitative data play a major role, namely in the media, statistical literacy is becoming more and more essential for citizens in order to fulfil their role. Research data underlines the role played by project work and by collaborative work as mediators and facilitators of transitions between students' previous knowledge and life experiences, and academic knowledge, promoting the mobilization and development of competencies. This practice is particularly well adapted to statistics because of the great number of connections between statistical contents and daily life situations. In order to deal with the challenges due to the implementation of project work, teachers' collaboration is desirable. This work is part of Interaction and Knowledge research project which main aim is to study and promote peer interactions to mediate and facilitate knowledge appropriation and the development of students' competencies. The participants are a 10th grade class (15/16 years old, n=22), the mathematics' teacher and the researcher. We developed a co-teaching experience preparing and implementing a statistics project work in that class. Both, the teacher and the researcher are members of the Interaction and Knowledge project. Data collection instruments were observation (registered on the teacher/researcher diary and all classes were audio taped), photographs, questionnaires, documents, students' protocols, interviews and the students' project work. The project work was implemented during the 2nd and 3rd terms, weekly, but students worked collaboratively since the beginning of the school year. Results illuminate that the co-teaching promoted collaborative work in several ways (student-student, student-teacher and teacher-teacher) and also contributed for teachers' personal and professional development. Project work associated to collaborative work is a powerful tool for statistics learning and also for the mobilisation and development of students' competencies. These competencies are essential for a responsible and critical citizenship. Furthermore, project work contributed for more inclusive practises, making students' voices heard.
In a knowledge-based society in which quantitative data play a major role, namely in the media, statistical literacy is becoming more and more essential for citizens in order to fulfil their role. Research data underlines the role played by project work and by collaborative work as mediators and facilitators of transitions between students' previous knowledge and life experiences, and academic knowledge, promoting the mobilization and development of competencies. This practice is particularly well adapted to statistics because of the great number of connections between statistical contents and daily life situations. In order to deal with the challenges due to the implementation of project work, teachers' collaboration is desirable. This work is part of Interaction and Knowledge research project which main aim is to study and promote peer interactions to mediate and facilitate knowledge appropriation and the development of students' competencies. The participants are a 10th grade class (15/16 years old, n=22), the mathematics' teacher and the researcher. We developed a co-teaching experience preparing and implementing a statistics project work in that class. Both, the teacher and the researcher are members of the Interaction and Knowledge project. Data collection instruments were observation (registered on the teacher/researcher diary and all classes were audio taped), photographs, questionnaires, documents, students' protocols, interviews and the students' project work. The project work was implemented during the 2nd and 3rd terms, weekly, but students worked collaboratively since the beginning of the school year. Results illuminate that the co-teaching promoted collaborative work in several ways (student-student, student-teacher and teacher-teacher) and also contributed for teachers' personal and professional development. Project work associated to collaborative work is a powerful tool for statistics learning and also for the mobilisation and development of students' competencies. These competencies are essential for a responsible and critical citizenship. Furthermore, project work contributed for more inclusive practises, making students' voices heard.
Descrição
Tese de mestrado, Educação (Didáctica da Matemática), Faculdade de Ciências, Universidade de Lisboa, 2008
Palavras-chave
Estatística Trabalho colaborativo Trabalho de projecto Desenvolvimento de competências Teses de mestrado - 2008