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Utilização da plataforma de aprendizagem adaptativa Rhapsode no ensino dos conceitos matemáticos no 8º ano de escolaridade
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Esta dissertação consiste na apresentação de uma pesquisa que pretendeu investigar a
implementação de uma plataforma de aprendizagem adaptativa no ensino de conceitos
matemáticos no 8.º ano de escolaridade num colégio do distrito de Lisboa. A amostra consistiu
num estudo metodológico predominantemente qualitativo, realizado no primeiro semestre de
2021 com duas turmas do 8.º ano de escolaridade de uma escola do distrito de Lisboa.
Partindo de uma sucinta revisão da literatura sobre teorias de aprendizagem, plataformas de
aprendizagem adaptativa, sistemas de tutoria inteligentes e metacognição é apresentada, na
sequência, a plataforma de aprendizagem adaptativa utilizada. Para este estudo foi
desenvolvido um módulo de matemática, mais especificamente sobre o tema Números e
Operações. Este desenvolvimento teve a participação ativa da professora titular de turma. O
módulo foi aplicado às turmas no mesmo dia, mas em horários diferentes. No final da
implementação do módulo, foi aplicado um questionário para recolher a opinião dos alunos
acerca da sua experiência de aprendizagem, mais precisamente sobre a plataforma. Através
dos dados que foram extraídos da plataforma, ficou evidenciado neste estudo que a
plataforma de aprendizagem adaptativa revela as evidências de aprendizagem dos alunos.
Através desses dados sobre as aprendizagens, foi permitido ao professor ter uma visão
holística da turma e estabelecer os próximos passos no processo de aprendizagem
relativamente ao tema Números e operações. Através dos questionários para aferir a opinião
dos alunos, ficou também evidenciado que a plataforma tem uma fácil navegação, sendo este
um fator significativo e favorável à motivação.
This dissertation consists of the presentation of a research that intended to investigate the implementation of an adaptive learning platform in teaching mathematical concepts in 8th grade, at a school in the district of Lisbon. The sample consisted of a predominantly qualitative methodological study, carried out in the first semester of 2021 with two 8th grade classes from a school in the district of Lisbon. Starting from a brief literature review on learning theories, adaptive learning platforms, intelligent tutoring systems and metacognition, the adaptive learning platform used is presented in the sequence. For this study a mathematics module was developed, more specifically about Numbers and Operations. This development had the active participation of the class teacher. The module was applied to the classes on the same day, but at different times. At the end of the module implementation, a questionnaire was applied to collect the students' opinion about their learning experience, more precisely about the platform. Through the data that were extracted from the platform, it was evidenced in this study that the adaptive learning platform reveals the evidence of students' learning. Through this data on learning, the teacher was allowed to have a holistic view of the class and to establish the next steps in the learning process regarding the subject of Numbers and operations. Through the questionnaires to gauge the students' opinion, it was also evidenced that the platform has an easy navigation, being this a significant factor and favourable to motivation.
This dissertation consists of the presentation of a research that intended to investigate the implementation of an adaptive learning platform in teaching mathematical concepts in 8th grade, at a school in the district of Lisbon. The sample consisted of a predominantly qualitative methodological study, carried out in the first semester of 2021 with two 8th grade classes from a school in the district of Lisbon. Starting from a brief literature review on learning theories, adaptive learning platforms, intelligent tutoring systems and metacognition, the adaptive learning platform used is presented in the sequence. For this study a mathematics module was developed, more specifically about Numbers and Operations. This development had the active participation of the class teacher. The module was applied to the classes on the same day, but at different times. At the end of the module implementation, a questionnaire was applied to collect the students' opinion about their learning experience, more precisely about the platform. Through the data that were extracted from the platform, it was evidenced in this study that the adaptive learning platform reveals the evidence of students' learning. Through this data on learning, the teacher was allowed to have a holistic view of the class and to establish the next steps in the learning process regarding the subject of Numbers and operations. Through the questionnaires to gauge the students' opinion, it was also evidenced that the platform has an easy navigation, being this a significant factor and favourable to motivation.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Ensino-aprendizagem Plataformas digitais Tecnologias digitais Modelos pedagógicos Dissertações de mestrado - 2022