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Abstract(s)
A integração das Tecnologias de Informação e Comunicação no ensino é
reconhecida como necessária e reflexo de uma sociedade cada vez mais informatizada e
em constante transformação. A mudança implica capacidade de adaptação e a Escola,
não pode ficar à margem das grandes mudanças que estão a ocorrer, utilizando modelos
herdados do passado, teimando em resistir aos avanços tecnológicos.
As escolas têm sido dotadas de meios técnicos, os professores são alvo de
formação e mesmo os recém licenciados já chegam alertados para novas realidades e
necessidades face às Tecnologias da Informação e da Comunicação.
Inicialmente, apresento uma pequena pesquisa, feita na Região Autónoma da
Madeira, sobre o apetrechamento dos estabelecimentos de ensino com material
informático e tecnológico. Apresento, também, as iniciativas realizadas com o intuito de
dotarem docentes e alunos com computadores, como tentativa de minimizarem os
efeitos da infoexclusão.
Este estudo, no qual sou professora e investigadora, tem como objetivo geral
compreender como é que o uso das tecnologias de informação e comunicação, mais
concretamente, dos softwares educativos, GeoGebra e Excel, contribuem para a
aprendizagem da Matemática.
Para melhor analisar a questão de investigação subdividi-a nas questões
seguintes:
Qual o papel das TIC, nomeadamente o GeoGebra na representação gráfica
de funções afins?
Qual o papel das TIC, nomeadamente o Excel na compreensão dos sistemas
de Equações?
Em que medida o uso das TIC amplia a cooperação dos alunos na aula de
Matemática?
Para atingir este objetivo foram realizadas três tarefas de
exploração/investigação utilizando os recursos acima mencionados, numa turma de 8º
ano, da Escola Básica e Secundária Gonçalves Zarco, no ano letivo 2011/2012. Em duas
das referidas tarefas usou-se o software GeoGebra e na outra usou-se o Excel.
A investigação seguiu uma metodologia qualitativa, através de estudo de caso de
um grupo de alunos, com o objetivo de descrever, analisar e compreender a atividade
desenvolvida pelos alunos na realização das tarefas.
A recolha de dados envolveu a análise dos registos dos alunos na resolução das
tarefas, bem como da discussão realizada em grupo e em grande grupo.
Depois de uma análise profunda dos dados recolhidos pude concluir que: (i) os
softwares utilizados foram uma mais-valia para a aprendizagem dos conteúdos; (ii) os
resultados mostram com clareza que os alunos com dificuldades de aprendizagem
beneficiam da utilização das TIC e, simultaneamente, aumentam a sua motivação para o
estudo; (iii) o trabalho cooperativo, em contexto de utilização educativa das TIC,
contribui para criar ambientes de aprendizagem que estimulam a comunicação entre
alunos, e para o aperfeiçoamento da sua dimensão humana.
The integration of Information Technologies in Education and is recognized as a necessary reflection of a society increasingly computerized and constantly changing. The change implies adaptability and school, cannot stay on the sidelines of the big changes that are taking place, using models of the past, stubbornly resisting technological advances. The schools have been equipped with technical means, teachers have training and even graduates arrive already alerted to new realities and demands against the Information Technologies and Communication. Initially, I present a small research conducted in the Autonomous Region of Madeira, on equipping schools with computer equipment and technology. I present also the initiatives taken in order to equip teachers and students with computers in an attempt to minimize the effects of the digital divide. This study, in which I am a teacher and researcher, has as main aim to understand how the use of information and communication technologies, more specifically, the educational software, GeoGebra Excel and contribute to the learning of mathematics. To better analyze the research question subdivide the following issues: What is the role of ICTs, in particular GeoGebra graphing functions related? What is the role of ICTs, in particular Excel in understanding the systems of equations? To what extent the use of ICT extends the cooperation of the students in the maths class? To achieve this goal were performed three tasks of exploration / research using the resources mentioned above, a class of 8th form, at Escola Básica e Secundária Gonçalves Zarco, the school year 2011/2012. In two of these tasks mentioned before, the software used GeoGebra and the other was used Excel. The research followed a qualitative methodology through a case study of a group of students preparing to describe, analyze and understand the activity performed by students in the tasks. Data collection involved the analysis of records of students in the resolution of tasks, as well as the discussion held in groups and in large groups. After a thorough analysis of the data collected could conclude that: (i) the software used were an asset to the learning of content, (ii) the results clearly show that students with learning difficulties benefit from the use of ICT and simultaneously increase their motivation to study, (iii) the cooperative work in the context of educational use of ICT helps to create learning environments that foster communication between students, and to improve its human dimension.
The integration of Information Technologies in Education and is recognized as a necessary reflection of a society increasingly computerized and constantly changing. The change implies adaptability and school, cannot stay on the sidelines of the big changes that are taking place, using models of the past, stubbornly resisting technological advances. The schools have been equipped with technical means, teachers have training and even graduates arrive already alerted to new realities and demands against the Information Technologies and Communication. Initially, I present a small research conducted in the Autonomous Region of Madeira, on equipping schools with computer equipment and technology. I present also the initiatives taken in order to equip teachers and students with computers in an attempt to minimize the effects of the digital divide. This study, in which I am a teacher and researcher, has as main aim to understand how the use of information and communication technologies, more specifically, the educational software, GeoGebra Excel and contribute to the learning of mathematics. To better analyze the research question subdivide the following issues: What is the role of ICTs, in particular GeoGebra graphing functions related? What is the role of ICTs, in particular Excel in understanding the systems of equations? To what extent the use of ICT extends the cooperation of the students in the maths class? To achieve this goal were performed three tasks of exploration / research using the resources mentioned above, a class of 8th form, at Escola Básica e Secundária Gonçalves Zarco, the school year 2011/2012. In two of these tasks mentioned before, the software used GeoGebra and the other was used Excel. The research followed a qualitative methodology through a case study of a group of students preparing to describe, analyze and understand the activity performed by students in the tasks. Data collection involved the analysis of records of students in the resolution of tasks, as well as the discussion held in groups and in large groups. After a thorough analysis of the data collected could conclude that: (i) the software used were an asset to the learning of content, (ii) the results clearly show that students with learning difficulties benefit from the use of ICT and simultaneously increase their motivation to study, (iii) the cooperative work in the context of educational use of ICT helps to create learning environments that foster communication between students, and to improve its human dimension.
Description
Keywords
Mtemática Ensino Cooperação Funções Sistemas de duas equações do 1º grau a duas incógnitas GeoGebra Excel TIC Mathematics Education Cooperation Functions Systems of two equations of 1st degree in two unknowns ICT Ensino da Matemática no 3.º Ciclo do Ensino Básico e Secundário . Centro de Ciências Exatas e de Engenharia