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Aprendizagem das funções com recurso a cadernos auxiliares : um estudo com alunos no 7º ano de escolaridade
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Resumo(s)
Esta investigação, realizada no âmbito da prática de ensino supervisionada, foi
concretizada na Escola Secundária Padre Alberto Neto, pertencente ao concelho de
Sintra, numa turma do 7.º ano constituída por 22 alunos. Esta intervenção foi realizada
no ano letivo 2021/22 durante 10 aulas de 45 minutos na disciplina de matemática
abordando a unidade didática das funções.
Esta pesquisa teve como objetivo analisar as dificuldades dos alunos e o contributo do
feedback escrito, com recurso a cadernos auxiliares, na aprendizagem da unidade de
funções no 7.º ano de escolaridade. As questões em estudo foram:
1. Quais as aprendizagens desenvolvidas pelos alunos, recorrendo aos cadernos
auxiliares, no estudo de funções? Que dificuldades revelam nessas
aprendizagens?
2. Com recurso aos cadernos auxiliares, quais os contributos do feedback escrito
para o envolvimento dos alunos na disciplina?
Os cadernos auxiliares foram cadernos distribuídos a cada aluno, que contemplavam
determinadas tarefas divididas em dois níveis de dificuldade. Os estudantes levavam a
tarefa para casa e traziam no dia seguinte com uma primeira resolução. A esta
resolução era atribuído o respetivo feedback e os alunos tinham a possibilidade de a
refazer. Os propósitos da utilização dos cadernos auxiliares foram ajudar os alunos a
colmatar as potenciais dificuldades e entender a reação dos mesmos ao feedback (se é
útil e se os estudantes usufruem do mesmo).
A metodologia utilizada neste processo investigativo é de natureza qualitativa e interpretativa de um pequeno número de participantes. A recolha de dados incidiu na observação participante das aulas com foco nas dificuldades dos alunos; na recolha documental das resoluções dos alunos de tarefas com e sem feedback, antes e após o
mesmo; numa ficha global final antes e após feedback; num questionário final e numa
gravação sobre a opinião dos alunos acerca dos cadernos.
Os resultados mostram que os alunos apresentam diversas dificuldades no tema das
funções do 7.º ano e que o feedback contribuiu principalmente para um estudo mais
frequente e diário, em que os alunos demonstraram maior capacidade de pesquisa e
interesse em responder ao que lhes é questionado, facilitando a ultrapassagem das dificuldades inicialmente identificadas, assim como na motivação dos estudantes em relação à disciplina, havendo uma adesão significativa aos cadernos e demonstração de
interesse por parte dos alunos.
This supervised practical teaching investigation took place at the Escola Secundária Padre Alberto Neto, in the Sintra municipality, within a 7th-year class composed by 22 students. It was carried in the school year of 2021/2022, in a set of ten 45-minute lessons of Mathematics, approaching the Functions Unit Plan specifically. The investigation’s objective was to assess the students’ difficulties, as well the written feedback’s contribute to ameliorate it, using auxiliary notebooks during the Functions Unit Plan of the Portuguese 7th grade programme. To guide the investigation, the following set of questions was used: 1. What did the students learn recurring to the auxiliary notebooks, whilst studying the Functions Unit? What difficulties were revealed? 2. How did the written feedback of the auxiliary notebooks potentiate students’ involvement in the subject? The auxiliary notebooks were distributed to each student and contained several tasks, each divided in two difficulty levels. The notebooks were taken home by the students, who should complete them at home and bring them on the following day with a resolution proposal. The proper feedback was given to each proposal and the notebook was returned to the students, who had a second chance to build a proposed resolution. The purpose of the auxiliary notebooks was to help the students to overcome their difficulties, as well as to understand their reaction to the given feedback, regarding its usefulness. The methods used in this investigation were qualitative and interpretative, within a small number of students. Data collection was performed at the class’s observation with attention to outspoken difficulties; at the collection of the students’ resolutions, before and after feedback was given; at a final global diagnostic test, before and after feedback was given; at a final questionnaire; and, finally, at a recording of the students’ opinions regarding the notebooks. Results have shown that the students presented several difficulties while approaching the 7th grade Functions Unit. Furthermore, if was found the feedback mainly contributed to a more frequent and daily study practice, providing the students with a greater research ability and interest to reply to the given feedback, which facilitated the process of overcoming their difficulties. Motivation regarding the Mathematics classes was also found to have improved. The students have also revealed interest in the subjects and a significant adhesion to the auxiliary notebooks.
This supervised practical teaching investigation took place at the Escola Secundária Padre Alberto Neto, in the Sintra municipality, within a 7th-year class composed by 22 students. It was carried in the school year of 2021/2022, in a set of ten 45-minute lessons of Mathematics, approaching the Functions Unit Plan specifically. The investigation’s objective was to assess the students’ difficulties, as well the written feedback’s contribute to ameliorate it, using auxiliary notebooks during the Functions Unit Plan of the Portuguese 7th grade programme. To guide the investigation, the following set of questions was used: 1. What did the students learn recurring to the auxiliary notebooks, whilst studying the Functions Unit? What difficulties were revealed? 2. How did the written feedback of the auxiliary notebooks potentiate students’ involvement in the subject? The auxiliary notebooks were distributed to each student and contained several tasks, each divided in two difficulty levels. The notebooks were taken home by the students, who should complete them at home and bring them on the following day with a resolution proposal. The proper feedback was given to each proposal and the notebook was returned to the students, who had a second chance to build a proposed resolution. The purpose of the auxiliary notebooks was to help the students to overcome their difficulties, as well as to understand their reaction to the given feedback, regarding its usefulness. The methods used in this investigation were qualitative and interpretative, within a small number of students. Data collection was performed at the class’s observation with attention to outspoken difficulties; at the collection of the students’ resolutions, before and after feedback was given; at a final global diagnostic test, before and after feedback was given; at a final questionnaire; and, finally, at a recording of the students’ opinions regarding the notebooks. Results have shown that the students presented several difficulties while approaching the 7th grade Functions Unit. Furthermore, if was found the feedback mainly contributed to a more frequent and daily study practice, providing the students with a greater research ability and interest to reply to the given feedback, which facilitated the process of overcoming their difficulties. Motivation regarding the Mathematics classes was also found to have improved. The students have also revealed interest in the subjects and a significant adhesion to the auxiliary notebooks.
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
Ensino básico (3º Ciclo) Avaliação formativa Ensino-aprendizagem Funções (Matemática) Dificuldades escolares Relatórios da prática de ensino supervisionada - 2022