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Recursos didáticos na aula de matemática: contributos para o processo de ensino e aprendizagem
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.76 MB | Adobe PDF |
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Abstract(s)
A Prática de Ensino Supervisionada (PES) assume particular relevo na formação
didática dos futuros profissionais da área da educação, sendo estes, os principais agentes
em toda a ação educativa. Contudo, é de suma importância empreender práticas
pedagógicas que fomentem, no discente, competências fundamentais para que este se
torne um cidadão ativo na sociedade, capacitado para resolver múltiplos e diversos
problemas.
Este trabalho descreve toda a atividade implementada no âmbito da PES, unidade
curricular do Mestrado em Ensino de Matemática no 3.º Ciclo do Ensino Básico e no
Secundário, numa escola da Região Autónoma da Madeira (RAM), no ano letivo
2020/2021.
Para melhor compreensão acerca dos contributos da utilização de recursos
didáticos na aula de Matemática para o processo de ensino e aprendizagem, foi realizada
uma investigação de natureza qualitativa, de âmbito interpretativo, nas duas turmas
atribuídas para o exercício da prática de ensino. Neste contexto, foram implementadas
algumas atividades de cariz exploratório e investigativo.
Na referida investigação foi fundamental perceber quais as orientações
curriculares refletidas nos referenciais curriculares, nomeadamente nas Aprendizagens
Essenciais, e programas da disciplina de Matemática (agora revogados), relativamente ao
uso de recursos didáticos, e que servem de base e orientação da prática pedagógica
docente. O modelo Technological Pedagogical Content Knowledge (TPACK) serviu para
a compreensão das competências necessárias ao professor para dinamizar aulas de
Matemática mais motivadoras e eficientes com recursos didáticos tecnológicos.
Os resultados apontam que o uso de recursos didáticos facilitou a tarefa do
professor, permitindo a este obter novos conhecimentos, nomeadamente ao nível das
tecnologias, fomentando o pensamento, raciocínio, linguagem e comunicação
matemática, bem como o espírito crítico do aluno, proficiências essenciais ao aluno do
século XXI.
The Supervised Teaching Practice (PES) admit special relevance in didactic training of the future professionals at education area, who are the main agents in all educational action. However, it is extremely important to undertake pedagogical practices that foster, in the student, important skills so that this on becomes an active citizen in society, capable of solving multiple and diverse problems. This work describes all the activity implemented within the scope of PES, course unit of the Master's Degree in Mathematics Teaching in the 3rd Cycle of Basic and Secondary Education, in a school in the Autonomous Region of Madeira (RAM), in the academic year 2020/2021. For a better understanding of the contributions of the use of didactic resources in the Mathematics class for the teaching and learning process, a qualitative investigation was carried out, with an interpretative scope, in the two classes assigned to the exercise of teaching practice. In this context, some exploratory and investigative activities were implemented. In this research, it was essential to understand which curricular guidelines are reflected on the curricular referentials, namely in Essential Learnings, and Mathematics discipline programs (now revoked), in relation to the use of teaching resources, and which serve as the basis and guidance in the teaching pedagogical practice. The Technological Pedagogical Content Knowledge (TPACK) model served to understand the skills needed by the teacher to dynamize more motivating and efficient Mathematics classes with technological didactic resources. The results show that the use of didactic resources facilitated the teacher's task, allowing him to obtain new knowledge, namely in terms of technologies, promoting the student's thinking, reasoning, language, mathematical communication, as well as the student's critical spirit, essential skills for the 21st century student.
The Supervised Teaching Practice (PES) admit special relevance in didactic training of the future professionals at education area, who are the main agents in all educational action. However, it is extremely important to undertake pedagogical practices that foster, in the student, important skills so that this on becomes an active citizen in society, capable of solving multiple and diverse problems. This work describes all the activity implemented within the scope of PES, course unit of the Master's Degree in Mathematics Teaching in the 3rd Cycle of Basic and Secondary Education, in a school in the Autonomous Region of Madeira (RAM), in the academic year 2020/2021. For a better understanding of the contributions of the use of didactic resources in the Mathematics class for the teaching and learning process, a qualitative investigation was carried out, with an interpretative scope, in the two classes assigned to the exercise of teaching practice. In this context, some exploratory and investigative activities were implemented. In this research, it was essential to understand which curricular guidelines are reflected on the curricular referentials, namely in Essential Learnings, and Mathematics discipline programs (now revoked), in relation to the use of teaching resources, and which serve as the basis and guidance in the teaching pedagogical practice. The Technological Pedagogical Content Knowledge (TPACK) model served to understand the skills needed by the teacher to dynamize more motivating and efficient Mathematics classes with technological didactic resources. The results show that the use of didactic resources facilitated the teacher's task, allowing him to obtain new knowledge, namely in terms of technologies, promoting the student's thinking, reasoning, language, mathematical communication, as well as the student's critical spirit, essential skills for the 21st century student.
Description
Keywords
Recursos didáticos TPACK Aprendizagem matemática PES Contributos ensino/aprendizagem Didactic resources Math learning Contributions teaching/learning Ensino da Matemática no 3.º Ciclo do Ensino Básico e Secundário . Faculdade de Ciências Exatas e da Engenharia