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Orientador(es)
Resumo(s)
O presente relatório procura apresentar a minha trajetória na Prática de Ensino
Supervisionada no ano letivo 2024/2025, nas turmas do oitavo e décimo ano.
Tem-se o objetivo de realçar o trabalho feito sobre Modelação Matemática com recurso
a robôs na turma do décimo ano para a aprendizagem de funções. Para isso, este relatório conta
com duas partes.
A primeira parte é dedicada ao trabalho desenvolvido na Prática de Ensino
Supervisionada, descrevendo a minha trajetória, atividades implementadas e a sua relevância
no meu desenvolvimento de perfil como professora.
A segunda parte do relatório é dedicada à componente investigativa, nomeadamente o
trabalho de modelação matemática com recurso a robótica feito com os alunos do décimo ano
na disciplina de Matemática A. Esta tarefa esteve implementada em duas partes nas quais os
alunos investigaram o movimento retilíneo uniforme e a distância de paragem do robô.
A presente investigação adotou uma metodologia qualitativa interpretativa. Os dados
foram recolhidos com recurso a registos fotográficos, em vídeo, documentos produzidos pelos
alunos e os registos escritos e orais do diário de bordo.
Após a análise dos dados podemos concluir que o uso de robôs influenciou de forma
significativa o trabalho de modelação matemática dos alunos. Também evidenciamos que a
tarefa mobilizou diversas competências ao nível do Perfil dos Alunos à Saída da Escolaridade
Obrigatória e de conhecimentos matemáticos presentes nas Novas Aprendizagens Essenciais
de Matemática A para o 10.º ano. Notamos que os alunos encararam a atividade de forma
diferente, encontrando dificuldades distintas e abordando-as de forma diferenciada. Com a
implementação da tarefa de modelação com recurso a robôs evidenciamos um crescimento
considerável em termos de autonomia, pensamento computacional, argumentação e
generalização entre ambas as partes. Contudo, também observamos algumas regressões no que
diz respeito à matematização.
The following report aims to convene my trajectory on my internship in the school year 2024/2025, which took place on eight and tenth grade classes. This report also intends to bring attention to the work done in Mathematical Modelling activities with the use of robots in the tenth grade for the subject of functions. To achieve that, this paper consists of two parts. The first part is dedicated to the work done in general, describing the implemented activities and their relevance for the development of my identity as a teacher. The second part is dedicated to the research done on Mathematical Modelling, with the use of robots, for the learning of functions in the tenth grade in the subject of Matemática A. The implemented activity consisted of two tasks. In the first one, students studied the uniform rectilinear motion of the robot. For the second task they were asked to study the stopping distance of the robot. The methodology implemented was of qualitative nature, where data was collected with the use of photographs, videos, students work, and notes taken by the researcher. After data analyses, we concluded that the use of robots had significant impact on the modelling process of students. We also noted that this activity involved the development of several skills found in Perfil dos Alunos à Saída da Escolaridade Obrigatória, as well as various mathematical concepts found in Novas Aprendizagens Essenciais de Matemática A for the tenth grade. We noticed that the approach chosen to tackle the activity varied from student to student. With the implementation of this activity, it was observed significant growth on autonomy, computational thinking, argumentation and generalization. However, there was some setback regarding mathematization.
The following report aims to convene my trajectory on my internship in the school year 2024/2025, which took place on eight and tenth grade classes. This report also intends to bring attention to the work done in Mathematical Modelling activities with the use of robots in the tenth grade for the subject of functions. To achieve that, this paper consists of two parts. The first part is dedicated to the work done in general, describing the implemented activities and their relevance for the development of my identity as a teacher. The second part is dedicated to the research done on Mathematical Modelling, with the use of robots, for the learning of functions in the tenth grade in the subject of Matemática A. The implemented activity consisted of two tasks. In the first one, students studied the uniform rectilinear motion of the robot. For the second task they were asked to study the stopping distance of the robot. The methodology implemented was of qualitative nature, where data was collected with the use of photographs, videos, students work, and notes taken by the researcher. After data analyses, we concluded that the use of robots had significant impact on the modelling process of students. We also noted that this activity involved the development of several skills found in Perfil dos Alunos à Saída da Escolaridade Obrigatória, as well as various mathematical concepts found in Novas Aprendizagens Essenciais de Matemática A for the tenth grade. We noticed that the approach chosen to tackle the activity varied from student to student. With the implementation of this activity, it was observed significant growth on autonomy, computational thinking, argumentation and generalization. However, there was some setback regarding mathematization.
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Modelação matemática Robôs Funções Pensamento computacional Mathematical modelling Robots Functions Computational thinking Ensino de Matemática no 3.º Ciclo do Ensino Básico e no Secundário . Faculdade de Ciências Exatas e da Engenharia