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A calculadora gráfica na prática profissional de professores do ensino secundário : três estudos de caso
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Orientador(es)
Resumo(s)
Este estudo pretende compreender a prática profissional de três professores do
ensino secundário utilizando a calculadora gráfica em turmas de 10º ano de
escolaridade, no tema Função Quadrática. Para tal procurou-se (1) conhecer as
perspectivas dos professores sobre o papel da calculadora gráfica no ensino da
Matemática, (2) caracterizar as suas práticas quanto à utilização da calculadora gráfica
em sala de aula nesse tema, e (3) relacionar as dificuldades ao integrar a calculadora
gráfica na prática lectiva com o percurso profissional.
A metodologia adoptada foi de índole qualitativa, sob a forma de estudo de caso,
tendo os dados sido obtidos através de entrevistas e de documentos utilizados pelos
professores nas suas aulas.
O enquadramento teórico que enforma o estudo enfatiza o processo de génese
instrumental (Lagrange, 1999; Drijvers, 2003), a construção de significado com e para a
calculadora (Doerr & Zangor, 2000), as dinâmicas de sala de aula com a calculadora
(Goos, 2006), o papel, o conhecimento e as crenças do professor (Doerr & Zangor,
2000; Simmt, 1997).
O estudo conclui que as perspectivas de duas professoras em relação à calculadora
são eminentemente utilitárias (por exemplo, ela permite obter rapidamente uma grande
quantidade de informação), sendo a calculadora preferencialmente usada para confirmar
resoluções analíticas e durante a introdução de conceitos, e trabalhando os alunos
frequentemente a pares. Estas professoras tinham pouca experiência de utilização em
sala de aula, e uma não tinha qualquer formação nesta área. Já o outro professor valoriza
a atribuição de significado aos conceitos através da calculadora, propondo muitas
tarefas não rotineiras (algumas antes de leccionar o tópico) para resolver em grupo, e
revela um bom domínio da calculadora. Este professor fez um grande investimento
pessoal na formação e tem uma longa experiência neste nível de ensino.
This study attempts to understand the professional practice of three teachers in secondary level, using graphic calculators in the 10th year classes, in the topic Quadratic Function. Thus, we tried to (1) find out the teachers' perspectives about the role of the graphic calculator in teaching Mathematics, (2) characterise their practices concerning the use of graphic calculators in the classroom in that topic, and (3) relate the difficulties by integrating the graphic calculator in the teaching practice to the professional development. The methodology was a qualitative approach, in the form of a study case, having data been collected through interviews and documents used by the teachers in their classes. The theoretical framework that shapes this study highlights the process of instrumental genesis (Lagrange, 1999; Drijvers, 2003), the construction of meaning with and for the calculator (Doerr and Zangor, 2000), the classroom dynamic with the calculator (Goos, 2006) and the teacher's role, knowledge and beliefs (Doerr and Zangor, 2000; Simmt, 1997). The study indicates that the perspectives of two female teachers concerning the calculator are eminently utilitarian (for example, it allows to collect quickly a great deal of information), the calculator being preferably used for checking analytic resolutions and while introducing concepts, and students often working in pairs. These teachers had little experience in using it in the classroom, and one had not had any training in this area. On the contrary, the other male teacher values attaching meaning to concepts by means of the calculator, suggesting various non routine tasks (some before teaching the topic) to be accomplished in groups, and reveals a skilful use of the calculator. He has made a large self investment in teacher development and has a long experience in teaching this level.
This study attempts to understand the professional practice of three teachers in secondary level, using graphic calculators in the 10th year classes, in the topic Quadratic Function. Thus, we tried to (1) find out the teachers' perspectives about the role of the graphic calculator in teaching Mathematics, (2) characterise their practices concerning the use of graphic calculators in the classroom in that topic, and (3) relate the difficulties by integrating the graphic calculator in the teaching practice to the professional development. The methodology was a qualitative approach, in the form of a study case, having data been collected through interviews and documents used by the teachers in their classes. The theoretical framework that shapes this study highlights the process of instrumental genesis (Lagrange, 1999; Drijvers, 2003), the construction of meaning with and for the calculator (Doerr and Zangor, 2000), the classroom dynamic with the calculator (Goos, 2006) and the teacher's role, knowledge and beliefs (Doerr and Zangor, 2000; Simmt, 1997). The study indicates that the perspectives of two female teachers concerning the calculator are eminently utilitarian (for example, it allows to collect quickly a great deal of information), the calculator being preferably used for checking analytic resolutions and while introducing concepts, and students often working in pairs. These teachers had little experience in using it in the classroom, and one had not had any training in this area. On the contrary, the other male teacher values attaching meaning to concepts by means of the calculator, suggesting various non routine tasks (some before teaching the topic) to be accomplished in groups, and reveals a skilful use of the calculator. He has made a large self investment in teacher development and has a long experience in teaching this level.
Descrição
Tese de mestrado em Educação (Didáctica da Matemática), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2007
Palavras-chave
Professores Calculadora gráfica Tarefas Prática profissional