A carregar...
Publicação
O papel da calculadora gráfica na atividade matemática com funções de alunos do 10.º ano
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.2 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Este estudo tem como objetivo principal compreender de que forma alunos do
10.º ano integram a calculadora gráfica na sua atividade matemática ao resolverem
tarefas envolvendo funções. Com este propósito, procurei averiguar qual o tipo de
tarefas envolvendo funções que induz, indiretamente, alunos do 10.º ano a usar
calculadora gráfica na sua resolução; em que dimensões do uso da calculadora
gráfica os alunos revelam estar a desenvolver o pensamento crítico e; quais as
principais dificuldades que os alunos do 10.º ano têm ao trabalhar com a calculadora
gráfica.
O estudo baseia-se nos resultados obtidos durante a lecionação de seis aulas
que decorreu no início do 3.º período do ano letivo de 2012/2013 com uma turma do
10.º ano de escolaridade da Escola Secundária Professor José Augusto Lucas em
Linda-a-Velha, no âmbito da lecionação dos subtópicos “Inequações de 2.º grau”,
“Funções de grau superior a 2” e ”Inequações de grau superior a 2”. Os dados
recolhidos são provenientes da entrevista à professora cooperante, da observação de
aulas, da recolha documental e do meu diário de bordo.
Os resultados obtidos evidenciam que os alunos recorrem à calculadora
gráfica consoante o tipo de expressão algébrica da situação matemática apresentada e
não conforme o tipo de tarefa proposta. Alguns alunos revelaram ter desenvolvido
pensamento crítico que envolve aspetos trabalhados na aula. Os erros e as
dificuldades identificadas focam-se na falta de rigor apresentada nos esboços, nas
resoluções incompletas e na ausência de compreensão das potencialidades da
calculadora gráfica.
This study has as main objective to understand the way that 10th grade students integrate graphic calculator in their mathematical exercise to solve problems involving functions. To address this subject, I aimed to understand which kind of exercises involving functions induced, indirectly, the use of graphic calculator to reach their solution. Furthermore, I targeted the features of the graphic calculator that stimulates the critical thinking and I inspected which are the main difficulties that 10th grade students have when working with a graphic calculator. The study is based in results that were obtained during the six lectures that I taught in the 3rd period of the scholar year 2012/2013 to a class of the 10th grade from Escola Secundária Professor Augusto Lucas in Linda-a-Velha. In those lectures, the subtopics taught were “Inequations of second degree”, “Functions of second and superior degree” and “Inequations of second or higher degree”. The data used in this study was collected from an interview with the teacher, who was cooperating in the study, from lectures’ observation, from document compilation and from my work diary. The results obtained evidence that students use the graphic calculator according with the type of algebraic expression of the mathematical situation presented and not according with the task proposed. Some students showed that they developed their critical thought that involves aspects worked in during the lectures. The errors and the difficulties identified result from the lack of accuracy presented in the sketches, in some incomplete resolutions and in the fact of students do not totally understand the graphic calculator potentialities.
This study has as main objective to understand the way that 10th grade students integrate graphic calculator in their mathematical exercise to solve problems involving functions. To address this subject, I aimed to understand which kind of exercises involving functions induced, indirectly, the use of graphic calculator to reach their solution. Furthermore, I targeted the features of the graphic calculator that stimulates the critical thinking and I inspected which are the main difficulties that 10th grade students have when working with a graphic calculator. The study is based in results that were obtained during the six lectures that I taught in the 3rd period of the scholar year 2012/2013 to a class of the 10th grade from Escola Secundária Professor Augusto Lucas in Linda-a-Velha. In those lectures, the subtopics taught were “Inequations of second degree”, “Functions of second and superior degree” and “Inequations of second or higher degree”. The data used in this study was collected from an interview with the teacher, who was cooperating in the study, from lectures’ observation, from document compilation and from my work diary. The results obtained evidence that students use the graphic calculator according with the type of algebraic expression of the mathematical situation presented and not according with the task proposed. Some students showed that they developed their critical thought that involves aspects worked in during the lectures. The errors and the difficulties identified result from the lack of accuracy presented in the sketches, in some incomplete resolutions and in the fact of students do not totally understand the graphic calculator potentialities.
Descrição
Relatório da prática de ensino supervisionada, Ensino da Matemática, Universidade de Lisboa, 2013
Palavras-chave
Calculadoras gráficas Ensino da matemática Álgebra Relatórios da prática de ensino supervisionada - 2013