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A comunicação na aula de Matemática : um estudo com dois professores do 3.º ciclo do ensino básico
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Orientador(es)
Resumo(s)
Este estudo procura conhecer a comunicação na aula de Matemática do 3 ° ciclo,
analisando os problemas que isso coloca à prática profissional do professor. Assim, pretende
responder às seguintes questões: Que importância atribuem os professores à
comunicação matemática na aprendizagem dos alunos? Como se desenvolvem as suas
práticas de comunicação na sala de aula? Que modos de comunicação e que formas de
promover a comunicação estão subjacentes à actividade matemática na sala de aula? O
enquadramento teórico discute a importância da comunicação e as funções da linguagem
na aula de Matemática e analisa as perspectivas teóricas sobre a comunicação em
educação matemática, incluindo as formas e modos de comunicação. A metodologia de
investigação segue o paradigma qualitativo de cunho interpretativo apoiado em dois
estudos de caso. A recolha de dados foi realizada durante o ano lectivo de 2005/06 através
de observação de aulas, entrevistas e análise documental. Os resultados deste estudo
mostram o gosto dos dois professores em reflectir sobre a prática, nomeadamente sobre
a comunicação na sala de aula. Ambos relacionam o ensino da Matemática com a
transmissão de conteúdos matemáticos e o desenvolvimento da capacidade dos alunos
para reflectirem sobre os conceitos. Nas suas práticas de comunicação, os professores
incentivam a comunicação oral e escrita de modo a compreenderem o raciocínio dos
alunos. As principais formas de comunicação que ambos os professores recorrem durante
as suas práticas são o questionamento para o esclarecimento de dúvidas e a exposição
para explicação dos conceitos. Relativamente aos modos de comunicação, destaca-se
em ambos o modo contributivo.
The goal of this study is to know how it is communication in the mathematics classroom of the cycle of basic education, by analysing the problems that this brings to the professional practice of the teacher. Therefore, it aims to answer the following questions: What importance do teachers place on mathematics communication for students' learning? How do they develop their classroom communication practices? What kind of communication and what ways to promote communication underline the mathematics classroom activity? The theoretical framework discusses the importance of communication and the functions of language in the mathematics class and analyses the theoretical perspectives on communication in mathematics learning, including communication types and modes. The investigation methodology follows a qualitative paradigm of an interpretative nature and is based on two case studies. The data was collected during the school year 2005/06 and the methods used were lesson observation, interviews and documental analysis. The results of this study show that both teachers enjoy to reflect on their practice, notably regarding classroom communication. Both relate the teaching of mathematics to the transmission of mathematical contents and to the development of students' capacities of refection on these concepts. In terms of communication, the teachers stimulated oral and written communication in order to understand students' reasoning. The main types of communication both teachers use in their practices were questioning to answer doubts and exposing to explain concepts. Regarding the types of communication, both teachers mainly use the contributive mode.
The goal of this study is to know how it is communication in the mathematics classroom of the cycle of basic education, by analysing the problems that this brings to the professional practice of the teacher. Therefore, it aims to answer the following questions: What importance do teachers place on mathematics communication for students' learning? How do they develop their classroom communication practices? What kind of communication and what ways to promote communication underline the mathematics classroom activity? The theoretical framework discusses the importance of communication and the functions of language in the mathematics class and analyses the theoretical perspectives on communication in mathematics learning, including communication types and modes. The investigation methodology follows a qualitative paradigm of an interpretative nature and is based on two case studies. The data was collected during the school year 2005/06 and the methods used were lesson observation, interviews and documental analysis. The results of this study show that both teachers enjoy to reflect on their practice, notably regarding classroom communication. Both relate the teaching of mathematics to the transmission of mathematical contents and to the development of students' capacities of refection on these concepts. In terms of communication, the teachers stimulated oral and written communication in order to understand students' reasoning. The main types of communication both teachers use in their practices were questioning to answer doubts and exposing to explain concepts. Regarding the types of communication, both teachers mainly use the contributive mode.
Descrição
Tese de mestrado, Educação (Didáctica da Matemática), Universidade de Lisboa, Faculdade de Ciências, 2008
Palavras-chave
Comunicação matemática Matemática - Estudo e ensino Linguagem Teses de mestrado - 2008