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Aprender matemática com recurso a tecnologias: robots na sala de aula
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| 3.36 MB | Adobe PDF |
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Abstract(s)
Os Robots têm vindo a afirmar-se, nos últimos anos, como uma ferramenta pedagógica extremamente útil. Contudo, são poucos os estudos acerca da sua usabilidade nas salas de aula de Matemática, no 3.º Ciclo do Ensino Básico. Nesta investigação pretendemos compreender de que forma o uso de tecnologias, com especial enfoque nos Robots, contribui para que os alunos desenvolvam a literacia, o pensamento e o raciocínio estatístico, produzindo significado e fomentando a aprendizagem da Estatística e a aprendizagem da Cidadania. Assumimos como fenómeno em estudo a Aprendizagem da Estatística e da Cidadania e utilizamos como quadro teórico da investigação a Educação Matemática Crítica e a Educação Estatística. Esta investigação inclui uma componente empírica – Design e Implementação de um Cenário de Aprendizagem: Uma Corrida com Robots – que serviu de suporte à recolha de dados, numa sala de aula de Matemática, numa turma de 8.º ano, de uma Escola Básica do 2.º e 3.º Ciclo do Ensino Básico, localizada na periferia do Funchal. Discutimos e analisamos como é que a aprendizagem ocorreu nas aulas de Matemática em que alunos, juntamente com a professora e connosco, organizaram e realizaram Corridas com Robots e definiram o vencedor das mesmas. Nesta investigação de natureza qualitativa, a observação participante foi uma estratégia central na recolha dos dados, possibilitando um contacto estreito e pessoal com os alunos. A análise dos dados seguiu um esquema analítico de natureza interpretativa. Os resultados deste estudo apontam que foi importante prover um contexto relevante, as Corridas com Robots, para nos alunos emergirem intenções-de-aprendizagem e com elas agirem e refletirem de modo a construírem conhecimento e consciência sobre os dados estatísticos a tratar. Desta forma, reconheceram o contexto em que os dados foram recolhidos e a finalidade do seu uso. Foram capazes de raciocinar com as ideias e com os conceitos estatísticos, dando sentido às informações estatísticas. Nesse processo, aprenderam Estatística e a atuar de uma forma refletida e crítica, isto é, aprenderam Cidadania.
Robots have come to claim itself, in recent years, as an extremely useful pedagogical tool. However, there are few studies about its usability in mathematics classrooms, namely in the Middle School classes. In this research we aim to understand how the use of technologies, with particular focus on Robots, helps students to develop their literacy and their statistical thinking and reasoning, producing meaning and fostering the learning of Statistics and the learning of Citizenship. We assume as phenomenon under study the Learning of Statistics and Citizenship and we use as theoretical framework the Critical Mathematical Education and the Statistical Education. This research includes an empirical component – Design and Implementation of a Learning Scenario: A Robot Race, which supported the data collection, in a math classroom, from an 8th grade class, in a Middle School in the suburbs of Funchal. We discuss and analyse how learning occurred in math classes where students, together with their teacher and with us, organized and held Races with Robots and defined who should be the winner. In this qualitative research the participant observation was a central strategy in data collection, allowing a close and personal contact with the students. Data analysis followed an analytical scheme with an interpretative nature. The results of this study points that it was important to provide a relevant context – the Races with Robots – for the emergence of intentions-in-learning in students and with those intentions, students act and reflect in order to build knowledge and awareness of the statistical data. Thus, they recognised the context in which the data were collected and the purpose of its use. They were able to reason with the ideas and statistical concepts, giving meaning to the statistical information. In that process, students learned Statistics and also learned to act in a reflected and critical manner, that is, they learned Citizenship.
Robots have come to claim itself, in recent years, as an extremely useful pedagogical tool. However, there are few studies about its usability in mathematics classrooms, namely in the Middle School classes. In this research we aim to understand how the use of technologies, with particular focus on Robots, helps students to develop their literacy and their statistical thinking and reasoning, producing meaning and fostering the learning of Statistics and the learning of Citizenship. We assume as phenomenon under study the Learning of Statistics and Citizenship and we use as theoretical framework the Critical Mathematical Education and the Statistical Education. This research includes an empirical component – Design and Implementation of a Learning Scenario: A Robot Race, which supported the data collection, in a math classroom, from an 8th grade class, in a Middle School in the suburbs of Funchal. We discuss and analyse how learning occurred in math classes where students, together with their teacher and with us, organized and held Races with Robots and defined who should be the winner. In this qualitative research the participant observation was a central strategy in data collection, allowing a close and personal contact with the students. Data analysis followed an analytical scheme with an interpretative nature. The results of this study points that it was important to provide a relevant context – the Races with Robots – for the emergence of intentions-in-learning in students and with those intentions, students act and reflect in order to build knowledge and awareness of the statistical data. Thus, they recognised the context in which the data were collected and the purpose of its use. They were able to reason with the ideas and statistical concepts, giving meaning to the statistical information. In that process, students learned Statistics and also learned to act in a reflected and critical manner, that is, they learned Citizenship.
Description
Keywords
Robots Educação estatística Literacia estatística Raciocínio estatístico Pensamento estatístico Educação matemática crítica Aprendizagem-como ação-dialógica Statistical education Statistical literacy Statistical reasoning Statistical thinking Critical mathematical education Learning-as-dialogic-action Matemática, especialidade de Ensino da Matemática . Faculdade de Ciências Exatas e da Engenharia