Loading...
Publication
Números racionais: um estudo com bandeiras de países no 2.º ciclo do ensino básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 735.63 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Este relatório de Prática de Ensino Supervisionada do mestrado em Ensino do 1.º ciclo do ensino básico e de Matemática e Ciências Naturais no 2.º ciclo do ensino básico, da Escola Superior de Educação e Comunicação da Universidade do Algarve, aborda a temática dos números racionais, na forma de fração, e tem por objetivo desenvolver a compreensão do número racional em alunos do 2.º ciclo do ensino básico, através da execução de tarefas matemáticas, envolvendo bandeiras de diferentes países, tendo por questão de investigação: Quais as estratégias desenvolvidas pelos alunos, na realização de tarefas matemáticas sobre números racionais, envolvendo bandeiras de países?
As aulas decorreram no Agrupamento de Escolas Manuel Teixeira Gomes, em Portimão, numa turma do 5.º ano de escolaridade, com vinte alunos, organizados em cinco grupos, no ano letivo de 2022/23. As aulas, três tempos de cinquenta minutos, assumiram o modelo do ensino exploratório da matemática, com quatro fases, nomeadamente, apresentação, realização e discussão das tarefas e sistematização das aprendizagens matemáticas.
A investigação seguiu uma abordagem qualitativa e interpretativa, em que a recolha de dados emergiu da observação direta na sala de aula, tendo por suporte as produções escritas dos alunos e as gravações áudio, em cada um dos grupos, e a análise dos dados fundamentou-se na exposição das estratégias e dificuldades dos alunos na resolução das tarefas matemáticas.
Os dados revelam que os alunos apresentam aptidão na identificação da fração quando as bandeiras eram totalmente vermelhas, metade vermelhas, com duas faixas horizontais ou verticais ou triangulares, ou com três faixas retangulares, horizontais ou verticais, com uma ou duas vermelhas. Exteriorizaram maior dificuldade nas situações em que as regiões vermelhas eram descontínuas ou que, sendo contínuas, tinham proporções diferentes. As maiores complexidades reportam-se às situações em que parte da região colorida são triângulos ou outras formas não retangulares.
This report of Supervised Teaching Practice of the master’s degree in Teaching in the1st cycle of basic education and Mathematics and Natural Sciences in the 2nd cycle of basic education, of the School of Education and Communication of the University of Algarve, addresses the theme of the rational numbers, in fraction form, and aims to develop the understanding of the rational number in students of the 2nd cycle of basic education, through the execution of mathematical tasks, involving flags of different countries, having as a research question: Which strategies developed by students, in the realization of mathematical tasks about rational numbers, involving flags of different countries? The classes took place in the School Grouping Manuel Teixeira Gomes, in Portimão, in a 5th grade class, with twenty students, organized into five groups, in the school year 2022/23. The lessons, three times of fifty minutes, assumed the model of exploratory teaching of mathematics, with four phases, namely, presentation, implementation and discussion of tasks and systematization of mathematical learning. The research followed a qualitative and interpretative approach, in which data collection emerged from direct observation in the classroom, supported by the students' written productions and audio recordings in each group, and data analysis was based on the exposure of the students' strategies and difficulties in solving mathematical tasks. The data reveal that the students show aptitude in identifying the fraction when the flags were totally red, half red, with two horizontal or vertical or triangular stripes, or with three rectangular stripes, horizontal or vertical, with one or two red. They expressed greater difficulty in situations in which the red regions were discontinuous or that, being continuous, had different proportions. The greatest complexities were related to situations in which part of the coloured region were triangles or other non-rectangular shapes.
This report of Supervised Teaching Practice of the master’s degree in Teaching in the1st cycle of basic education and Mathematics and Natural Sciences in the 2nd cycle of basic education, of the School of Education and Communication of the University of Algarve, addresses the theme of the rational numbers, in fraction form, and aims to develop the understanding of the rational number in students of the 2nd cycle of basic education, through the execution of mathematical tasks, involving flags of different countries, having as a research question: Which strategies developed by students, in the realization of mathematical tasks about rational numbers, involving flags of different countries? The classes took place in the School Grouping Manuel Teixeira Gomes, in Portimão, in a 5th grade class, with twenty students, organized into five groups, in the school year 2022/23. The lessons, three times of fifty minutes, assumed the model of exploratory teaching of mathematics, with four phases, namely, presentation, implementation and discussion of tasks and systematization of mathematical learning. The research followed a qualitative and interpretative approach, in which data collection emerged from direct observation in the classroom, supported by the students' written productions and audio recordings in each group, and data analysis was based on the exposure of the students' strategies and difficulties in solving mathematical tasks. The data reveal that the students show aptitude in identifying the fraction when the flags were totally red, half red, with two horizontal or vertical or triangular stripes, or with three rectangular stripes, horizontal or vertical, with one or two red. They expressed greater difficulty in situations in which the red regions were discontinuous or that, being continuous, had different proportions. The greatest complexities were related to situations in which part of the coloured region were triangles or other non-rectangular shapes.
Description
Keywords
Números racionais 2.º ciclo do ensino básico Frações Bandeiras