Novos desafios à aprendizagem e autonomia em matemática: estudo crítico e comparativo
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2013
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O presente estudo tem, como objetivo, analisar e comparar criticamente os
últimos programas de Matemática, confrontando o programa homologado em 1991
(DGEBS, 1991) com o de 2007 (Ponte et al., 2007), tendo em conta o processo de
ensino-aprendizagem, a diversificação de estratégias, atividades e instrumentos, a
autonomia da aprendizagem, bem como a auto e a heteroavaliação.
Durante dois anos letivos, analisamos o impacto da implementação do programa
de 2007 (Ponte te al., 2007) junto de alunos e professores. O processo de investigação é
de natureza qualitativa, pois envolve a obtenção de dados descritivos, provenientes do
contacto do investigador com a situação em estudo. Na recolha de dados privilegiamos
não só as tarefas matemáticas, mas também recorremos a outros instrumentos – relatório
matemático, teste em duas fases, diário de bordo, entrevistas a professores e ao relatório
final de avaliação do PM II/PMEB.
A análise dos dados revelou que, de uma forma geral, perante diferentes
abordagens, os alunos tiveram uma aprendizagem mais eficaz, mostrando-se mais
autónomos e competentes. Tal foi comprovado em diversos momentos de auto e
heteroavaliação, dado que os alunos se mostraram capazes de refletir individualmente,
em pares ou em grupo, numa perspetiva construtivista de avaliação reguladora.
The aim of the present study is to critically analyze and compare the latest programs of Mathematics, confronting the program approved in 1991 (DGEBS, 1991) to with the one from 2007 (Ponte et al., 2007), taking into account the process of teaching and learning, the variety of strategies, activities and tools and learning autonomy, as well as self and hetero assessment. For two academic years we have analyzed the impact of the implementation of the 2007 program (Ponte et al., 2007) with students and teachers. The research process is of qualitative nature because it involves obtaining descriptive data from the contact of the researcher with the situation under study. In collecting data we focused not only on the mathematical tasks, but we also resorted to other instruments – mathematical report, test in two phases, the logbook, teacher interviews and the final report of the PM II/PMEB. The data analysis revealed that, in general, faced with different approaches, students had more effective learning, being at the same time more autonomous and competent. This was confirmed on several moments of self and hetero assessment, since the students were able to reflect individually, in pairs or in groups, in a constructivist perspective for regulatory assessment.
The aim of the present study is to critically analyze and compare the latest programs of Mathematics, confronting the program approved in 1991 (DGEBS, 1991) to with the one from 2007 (Ponte et al., 2007), taking into account the process of teaching and learning, the variety of strategies, activities and tools and learning autonomy, as well as self and hetero assessment. For two academic years we have analyzed the impact of the implementation of the 2007 program (Ponte et al., 2007) with students and teachers. The research process is of qualitative nature because it involves obtaining descriptive data from the contact of the researcher with the situation under study. In collecting data we focused not only on the mathematical tasks, but we also resorted to other instruments – mathematical report, test in two phases, the logbook, teacher interviews and the final report of the PM II/PMEB. The data analysis revealed that, in general, faced with different approaches, students had more effective learning, being at the same time more autonomous and competent. This was confirmed on several moments of self and hetero assessment, since the students were able to reflect individually, in pairs or in groups, in a constructivist perspective for regulatory assessment.
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Orientação: Maria de Lurdes de Pina Manique Ferreira Braga de Figueiredo Pereira
Palavras-chave
EDUCAÇÃO, AVALIAÇÃO DA EDUCAÇÃO, PROGRAMAS DE ENSINO, ENSINO DA MATEMÁTICA, AUTONOMIA PEDAGÓGICA, COMPETÊNCIAS, ALUNOS, APRENDIZAGEM, EDUCATION, EDUCATIONAL ASSESSMENT, SYLLABUS, MATHEMATICS TEACHING, PEDAGOGICAL AUTONOMY, SKILLS, STUDENTS, LEARNING