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Publication
Aprovação com recuperação : um estudo em matemática
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Advisor(s)
Abstract(s)
Este estudo tem por objetivo compreender como uma escola secundária localizada nos
arredores de Lisboa realiza o acompanhamento de alunos que apesar de estarem em
condições para reprovar, prosseguem para o ano letivo seguinte, inseridos num “projeto
de apoio”. Para atingir esse objetivo, dois alunos foram selecionados e acompanhados
durante um ano letivo, bem como a professora de Matemática da turma e a professora do
apoio. Seguiu-se uma abordagem interpretativa e qualitativa. Foram observadas aulas de
matemática nas turmas das quais os alunos fazem parte, realizadas entrevistas ao diretor
da escola, às professoras de turma e do apoio e a dois alunos. A partir da análise descritiva
das informações coletadas, percebemos que o processo de recuperação da aprendizagem
matemática dos alunos está relacionado, principalmente, com o estímulo ao trabalho
cooperativo nas assembleias, ao preenchimento das fichas de avaliação sugeridas pela
direção e ao trabalho de diferenciação pedagógica realizado pelas professoras da turma.
O estímulo ao trabalho cooperativo conscientiza os alunos sobre a importância da ajuda
mútua sem julgamentos. As fichas de avaliação para além de constituírem um momento
importante de reflexão do professor em relação a cada aluno, possibilitam o cruzamento
de informações sobre as percepções da aprendizagem matemática tanto pelos professores
quanto pelos alunos. A diferenciação pedagógica, realizada a partir de uma mesma tarefa,
simplificando-a, quer reduzindo o número de questões ou focando-as, quer o número de
dados, trabalha as necessidades individuais dos alunos. Para além disso, nos momentos
formais de avaliação, a professora atribui pesos diferentes às questões.
This study aims to understand how a secondary school located in the outskirts of Lisbon follows up students who, despite being able to fail, continue to the next school year, inserted in a "support project". To achieve this goal, two students were selected and followed during a school year, as well as the Mathematics teacher of the class and the support teacher. The study follows an interpretative and qualitative approach. Mathematics classes were observed in the classes of which the students are part, interviews were conducted with the school director, class and support teachers, and two students. From the descriptive analysis of the collected information, we notice that the process of recovery of the mathematical learning of the students is related, mainly, to the stimulus to the cooperative work in the assemblies, to the filling of the assessment sheets suggested by the direction and to the work of pedagogical differentiation realized by the class teachers. Encouraging cooperative work makes students aware of the importance of mutual help without judgments. The evaluation sheets, besides being an important moment of reflection of the teacher in relation to each student, allow the cross-referencing of information about the perceptions of mathematical learning by both teachers and students. The pedagogical differentiation, carried out from the same task, simplifying it, whether reducing the number of questions or focusing them, or the number of data, works the individual needs of the students. Moreover, in the formal moments of evaluation, the teacher attributes different weights to the questions.
This study aims to understand how a secondary school located in the outskirts of Lisbon follows up students who, despite being able to fail, continue to the next school year, inserted in a "support project". To achieve this goal, two students were selected and followed during a school year, as well as the Mathematics teacher of the class and the support teacher. The study follows an interpretative and qualitative approach. Mathematics classes were observed in the classes of which the students are part, interviews were conducted with the school director, class and support teachers, and two students. From the descriptive analysis of the collected information, we notice that the process of recovery of the mathematical learning of the students is related, mainly, to the stimulus to the cooperative work in the assemblies, to the filling of the assessment sheets suggested by the direction and to the work of pedagogical differentiation realized by the class teachers. Encouraging cooperative work makes students aware of the importance of mutual help without judgments. The evaluation sheets, besides being an important moment of reflection of the teacher in relation to each student, allow the cross-referencing of information about the perceptions of mathematical learning by both teachers and students. The pedagogical differentiation, carried out from the same task, simplifying it, whether reducing the number of questions or focusing them, or the number of data, works the individual needs of the students. Moreover, in the formal moments of evaluation, the teacher attributes different weights to the questions.
Description
Tese de mestrado, Educação (Área de especialização em Didática da Matemática), Universidade de Lisboa, Instituto de Educação, 2018
Keywords
Aprendizagem matemática Diferenciação pedagógica Prática de ensino Teses de mestrado - 2018