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Aprendizagem de tópicos e conceitos matemáticos no 1º Ciclo do Ensino Básico: uma história com robots
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| 1.77 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Tomando por base o entendimento de que a aprendizagem matemática é um fenómeno emergente da participação em práticas sociais e que aprender matemática implica a transformação dos alunos e das práticas nas quais estes se envolvem, foi formulado o seguinte problema de investigação: compreender a aprendizagem de tópicos e conceitos matemáticos por alunos do 1.º Ciclo do Ensino Básico, participando num projeto com robots. O enquadramento teórico da presente investigação assenta em duas teorias da aprendizagem – Teoria da Aprendizagem Situada (baseada nos trabalhos de Lave e Wenger) e Teoria da Atividade (nomeadamente a investigação levada a cabo pela 3.ª geração, instrumentalizada por Engeström). No domínio metodológico o estudo inclui uma componente empírica que envolveu um Cenário de Aprendizagem, desenhado no âmbito do projeto de investigação DROIDE II – Os Robots em Educação Matemática e Informática. O cenário envolveu duas turmas do 1.º Ciclo do Ensino Básico (2.º e 3.º anos de escolaridade) da mesma escola, trabalhando conjuntamente num projeto com robots da Lego Mindstorms. A análise dos dados seguiu um esquema analítico interpretativo, tendo sido portanto utilizadas técnicas e métodos qualitativos. Os resultados do estudo apontam para os contributos do uso de robots enquanto artefactos mediadores da aprendizagem matemática e para o seu papel estruturante na negociação de significados matemáticos pelos alunos. Além da importância assumida pelo robot neste cenário de aprendizagem, as conclusões do estudo apontam para a importância da metodologia de trabalho adotada. O design do cenário de aprendizagem assente na cooperação e interdisciplinaridade que caracterizou o projeto, a formação de grupos de trabalho com alunos de ambas as turmas, o posicionamento das professoras e da equipa de investigadores, a tomada de decisão negociada e o sentido de responsabilidade e responsabilização assumiram-se como motores impulsionadores das tarefas desenvolvidas, sendo sem dúvida aspetos estruturantes na aprendizagem matemática dos alunos.
Assuming mathematics learning as an emergent phenomenon from participation in social practices and that learn mathematics implies the transformation from the students and from the practices in which they are engaged, it was defined the following investigation problem: understand the learning of mathematics topics and concepts by students from elementary school, when they participate in a project with robots. The theoretical framework from this investigation is based on two learning theories – The Situated Learning Theory (based in the works of Lave and Wenger) and the Activity Theory (namely the investigation made by the third generation, based in the works of Engeström). In the methodological field, this study includes an empirical component that involved a Learning Scenario, designed under the research project DROIDE II - Robots in Mathematics and Informatics Education. The learning scenario was designed involving two primary school classes (2nd and 3rd grade, 24 and 16 students, respectively) from the same school, working together in a project with robots, from Lego Mindstorms. The data analysis followed an interpretative scheme and because of that it was used qualitative techniques and methods. The results of the study point to the contributions of using robots as mediating artifacts on mathematics learning and its structuring role in the negotiation of mathematical meanings by the students. Despite the contributions that robots brought to this learning scenario, we cannot disregard the working methodology advocated. The design of the scenario based on cooperation and interdisciplinary activities that characterized the project, the heterogeneous working groups, with students from both classes, the positioning of teachers and researchers, the decision-making and the negotiated sense of responsibility and accountability were certainly aspects that potentiate students’ mathematics learning.
Assuming mathematics learning as an emergent phenomenon from participation in social practices and that learn mathematics implies the transformation from the students and from the practices in which they are engaged, it was defined the following investigation problem: understand the learning of mathematics topics and concepts by students from elementary school, when they participate in a project with robots. The theoretical framework from this investigation is based on two learning theories – The Situated Learning Theory (based in the works of Lave and Wenger) and the Activity Theory (namely the investigation made by the third generation, based in the works of Engeström). In the methodological field, this study includes an empirical component that involved a Learning Scenario, designed under the research project DROIDE II - Robots in Mathematics and Informatics Education. The learning scenario was designed involving two primary school classes (2nd and 3rd grade, 24 and 16 students, respectively) from the same school, working together in a project with robots, from Lego Mindstorms. The data analysis followed an interpretative scheme and because of that it was used qualitative techniques and methods. The results of the study point to the contributions of using robots as mediating artifacts on mathematics learning and its structuring role in the negotiation of mathematical meanings by the students. Despite the contributions that robots brought to this learning scenario, we cannot disregard the working methodology advocated. The design of the scenario based on cooperation and interdisciplinary activities that characterized the project, the heterogeneous working groups, with students from both classes, the positioning of teachers and researchers, the decision-making and the negotiated sense of responsibility and accountability were certainly aspects that potentiate students’ mathematics learning.
Description
Keywords
Aprendizagem situada Teoria da atividade Robots Cenário de aprendizagem Educação matemática Robótica educativa Situated learning Activity theory Learning scenario Mathematics education Educational robotics Matemática, especialidade de Ensino da Matemática . Faculdade de Ciências Exatas e da Engenharia