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Abstract(s)
A presente investigação teve como objetivo compreender os contributos do uso
de um robô, sendo ele o modelo EV3 da LEGO, para a aprendizagem dos lugares
geométricos por alunos do 9.º ano de escolaridade, através de uma aprendizagem
matemática mediada por problemas. Para este estudo utilizou-se uma metodologia
qualitativa de caracter interpretativo. A recolha de dados para a elaboração deste Relatório
de Prática de Ensino Supervisionada foi obtida de diversas fontes como registo de foto e
vídeo, notas do diário de campo, recolha das resoluções dos problemas por parte dos
estudantes e aplicação de um questionário.
Os resultados desta investigação demonstraram que o robô contribuiu para a
interpretação dos enunciados dos problemas e para a sua resolução. O cenário de
aprendizagem implementado, assente em problemas com contextos reais, permitiu que os
alunos se envolvessem mais nesta atividade, fazendo com que observassem o conteúdo
matemático de uma forma significativa. A natureza das atividades desenvolvidas no
cenário de aprendizagem permitiu aos alunos experienciarem um novo posicionamento
na aula de matemática, contribuindo para o desenvolvimento de competências enunciadas
no Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO).
This research aimed to understand the contributions of using a robot, which was the LEGO EV3 model, for the learning of geometric contents by 9th grade students, through a problem-based mathematics learning methodology. In this research it was used a qualitative methodology with an interpretive approach. The data collected for the preparation of this Supervised Teaching Practice Report were obtained from several sources, such as, photo and video recording, field notes, students’ resolutions of the mathematical problems and students’ answers obtained from the application of an online survey. The results of this research showed that the robot contributed to students’ interpretation and resolution of the mathematical problems proposed. The implemented learning scenario, based on problems with real contexts, allowed students to become more involved in this activity, making them to observe the mathematical content in a significant way. The nature of the activities developed in the learning scenario allowed students to experience a new positioning in math’ classes, contributing to the development of competences defined in PASEO.
This research aimed to understand the contributions of using a robot, which was the LEGO EV3 model, for the learning of geometric contents by 9th grade students, through a problem-based mathematics learning methodology. In this research it was used a qualitative methodology with an interpretive approach. The data collected for the preparation of this Supervised Teaching Practice Report were obtained from several sources, such as, photo and video recording, field notes, students’ resolutions of the mathematical problems and students’ answers obtained from the application of an online survey. The results of this research showed that the robot contributed to students’ interpretation and resolution of the mathematical problems proposed. The implemented learning scenario, based on problems with real contexts, allowed students to become more involved in this activity, making them to observe the mathematical content in a significant way. The nature of the activities developed in the learning scenario allowed students to experience a new positioning in math’ classes, contributing to the development of competences defined in PASEO.
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Cenário de aprendizagem Lugares geométricos Aprendizagem matemática Robôs Learning scenario Geometry Mathematics learning Problem Based Learning (PBL) Robots Ensino da Matemática no 3.º Ciclo do Ensino Básico e no Secundário . Faculdade de Ciências Exatas e da Engenharia