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O raciocínio matemático e a motivação de alunos do 9º ano na aprendizagem das inequações
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Este estudo foi realizado no âmbito da minha intervenção letiva realizada na
Unidade Didática Números Reais e Inequações, numa turma de 9.º ano numa escola em
Lisboa, no ano letivo 2020/2021. Foram lecionadas 12 aulas, das quais 4 de 90 minutos e
8 de 45 minutos. O estudo teve como objetivo compreender o raciocínio matemático que
alunos do 9.º ano utilizam na resolução de diversas tarefas envolvendo inequações de 1.º
grau e de que forma o raciocínio matemático contribui para o seu empenho e motivação
na resolução de problemas e aprendizagem deste tópico. A metodologia das minhas aulas
foi centrada no método das aulas de 3/4 fases, com uma abordagem metodológica
qualitativa e interpretativa. Os métodos de recolha de dados foram a observação direta, a
recolha documental, entrevista e questionário.
Devido à grande desmotivação dos alunos, não só nesta disciplina, mas em todas,
quis incluir no meu estudo a motivação dos alunos nas aulas. Os processos de raciocínio
matemático é um tema também em crescendo e, queria perceber como e se a sua utilização
ajudava e melhorava a aprendizagem dos alunos. A utilização de processos de raciocínio
depende das tarefas escolhidas, segundo estudos (Azevedo, 2009; Henriques 2010) as
tarefas mais adequadas são tarefas de caráter exploratório e a resolução de problemas.
Então decidi juntar estes 3 temas, para verificar se havia alguma relação entre eles e, se
realmente ajudava os alunos na sua aprendizagem.
Os resultados evidenciam que os alunos no início da minha prática utilizavam
pouco ou nada de processos de raciocínio. Houve uma motivação inicial (por ser um
professor novo a dar as aulas), mas que com o tempo foi diminuindo, chegando quase à
desmotivação. Estavam muito tímidos, com medo de responder às minhas questões e de
participar nas aulas. Contundo, com o decorrer das aulas, com a prática, o hábito à forma
que eu lecionava as aulas e à minha presença, foram utilizando cada vez mais processos
de raciocínio e em maior quantidade, começaram a ser cada vez mais autónomos, a
responder mais corretamente e mais rápido às minhas questões e, com maior motivação
e empenho, tanto nas aulas como no trabalho proposto para casa.
This study was carried out in the context of my educational intervention carried out in the Didactics Real Numbers and Inequation Unit, in a 9th grade class in a school in Lisbon, in the school year 2020/2021. Twelve classes were taught, of which 4 were 90 minutes and 8 of 45 minutes. The study aimed to understand the mathematical reasoning that 9th graders use in solving various tasks involving 1st degree inequalities and how mathematical reasoning contributes to their commitment and motivation in problem solving and learning this topic. The methodology of my classes was centered on the method of the 3/4 phase classes, with a qualitative and interpretative methodological approach. The methods of data collection were direct observation, documentary collection, interview and questionnaire. Due to the great demotivation of the students, not only in this discipline, but in all, i wanted to include in my study the motivation of the students in the classes. The processes of mathematical reasoning is also a growing theme and i wanted to understand how and if its use helped and improved the learning of students. The use of reasoning processes depends on the tasks chosen, according to studies (Azevedo, 2009; Henriques 2010) the most appropriate tasks are exploratory tasks and problem solving. So, i decided to put these 3 themes together, to see if there was any relationship between them and if it really helped the students in their learning. The results show that the students at the beginning of my practice used little or no reasoning processes. There was an initial motivation (for being a new teacher to teach the classes), but that started decreasing over time, reaching almost demotivation. They were very shy, afraid to answer my questions and to participate in classes. Nonetheless, over the course of the classes, with practice, the habit of the way I taught the classes and my presence, they started using more and more processes of reasoning and in greater quantity, began to be increasingly autonomous, to answer more correctly and faster to my questions and, with greater motivation and commitment, both in classes and in the proposed work for home.
This study was carried out in the context of my educational intervention carried out in the Didactics Real Numbers and Inequation Unit, in a 9th grade class in a school in Lisbon, in the school year 2020/2021. Twelve classes were taught, of which 4 were 90 minutes and 8 of 45 minutes. The study aimed to understand the mathematical reasoning that 9th graders use in solving various tasks involving 1st degree inequalities and how mathematical reasoning contributes to their commitment and motivation in problem solving and learning this topic. The methodology of my classes was centered on the method of the 3/4 phase classes, with a qualitative and interpretative methodological approach. The methods of data collection were direct observation, documentary collection, interview and questionnaire. Due to the great demotivation of the students, not only in this discipline, but in all, i wanted to include in my study the motivation of the students in the classes. The processes of mathematical reasoning is also a growing theme and i wanted to understand how and if its use helped and improved the learning of students. The use of reasoning processes depends on the tasks chosen, according to studies (Azevedo, 2009; Henriques 2010) the most appropriate tasks are exploratory tasks and problem solving. So, i decided to put these 3 themes together, to see if there was any relationship between them and if it really helped the students in their learning. The results show that the students at the beginning of my practice used little or no reasoning processes. There was an initial motivation (for being a new teacher to teach the classes), but that started decreasing over time, reaching almost demotivation. They were very shy, afraid to answer my questions and to participate in classes. Nonetheless, over the course of the classes, with practice, the habit of the way I taught the classes and my presence, they started using more and more processes of reasoning and in greater quantity, began to be increasingly autonomous, to answer more correctly and faster to my questions and, with greater motivation and commitment, both in classes and in the proposed work for home.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Matemática no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Raciocínio matemático Resolução de problemas Álgebra Motivação Relatórios da prática de ensino supervisionada - 2022