Promoção da aprendizagem da comunicação e da participação na sala de aula através da resolução de problemas
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Data
2012
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Este trabalho de projeto pretendeu aumentar e melhorar a participação de todos os
alunos na sala de aula, partindo da seguinte questão: como promover a participação dos
alunos de uma turma do 2º ano, do Ensino Básico, que inclui um aluno com diagnóstico de
perturbação da comunicação e da relação? A partir da questão de partida, o trabalho de
projeto propôs-se atingir os seguintes objetivos: (i) promover a participação e as
aprendizagens dos alunos na sala de aula; (ii) desenvolver/ reforçar a cooperação entre o
professor titular e o professor de educação especial; e (iii) desenvolver competências a nível
pessoal e profissional no âmbito da investigação, da ação e da reflexão das práticas
educativas.
Para o desenvolvimento do trabalho de projeto, elegeu-se a área curricular de
matemática, nomeadamente a resolução de problemas por se considerar uma área propícia à
promoção da participação. Por se tratar de uma turma do 2º ano, privilegiou-se a operação da
subtração, nos vários sentidos que esta abrange: (a) retirar (b) completar e (c) comparar. Para
o registo de dados, elaboraram-se três instrumentos referentes aos domínios: cognitivo,
emocional e da comunicação.
Durante quatro meses, os alunos resolveram duas situações problema por semana.
Durante este período de tempo foram recolhidos dados que permitiram concluir que todos os
alunos, à exceção de um, apresentaram progressos nos seus desempenhos, no que se refere: à
capacidade de resolver situações problemas usando a subtração nos vários sentidos,
envolvendo duas ou três quantidades (maior dificuldade com três quantidades); a ler e
manipular números com 3 e 4 dígitos; a adquirir conceitos como: metade/ dobro, terçaparte/
triplo, quarte – parte / quadruplo, dezena, centena e milhar. Durante a execução das
situações problemas, os alunos progressivamente foram adquirindo maior autonomia,
capacidade de iniciativa, confiança, melhorando o ritmo de trabalho (aspetos emocionais
considerados neste trabalho). A autonomia resultou, do fato dos alunos terem melhorado a
nível da compreensão dos enunciados, bem como a nível da capacidade de partilhar e discutir
com os pares as suas estratégias e cálculos a efetuar.
A referir a evolução de uma aluna, considerada no início da intervenção com
Dificuldades de Aprendizagem (DA) e no final ter conseguido obter um desempenho de bom
na prova de avaliação de matemática.Em relação aos dois últimos objetivos surge a dúvida quanto ao seu enquadramento.
Será que são objetivos, ou será que são o embrião deste trabalho? Esta dúvida coloca-se uma
vez que estes objetivos se desenvolveram em simultâneo com o primeiro e ao mesmo tempo
constituíram o seu suporte.
This research project sought to increase and improve the participation of all students in the classroom, based on the following question: how to promote the participation of second grade students, which includes a student diagnosed with communication and relationship disturbance? From this point of departure, the research work proposed to attain the following objectives: to promote the student participation and learning in the classroom; to develop/ strengthen cooperation between the head teacher and the special needs teacher; and to develop personal and professional skills in the context of the research/action and reflection on educational practices. For the purpose of developing this research work, the curriculum area of mathematics was chosen, specifically solving problems. Considering that the target of the research project is a second grade class, we focused on the operation of subtraction, in its various aspects: (a) to take away (b) to complete and (c) to compare. For data registration purposes, three instruments were drawn up concerning: cognitive, emotional and communication areas. For four months, the students solved two problem cases a week. During this time, elements collected periodically allowed us to conclude that all students, except for one, showed progress in their performance with regard to: the ability to solve problem cases using subtraction in its various forms, involving two or three quantities (greater difficulty with three quantities); to read and to manipulate numbers with 3 and 4 digits; to acquire concepts such as: half/double, third-part/triple, fourth-part/quadruple, tenth, hundred and thousand. When solving problem cases, students were progressively acquiring more autonomy, initiative, confidence and improving their work rhythm (emotional aspects considered in this research work). Greater autonomy resulted from the fact that students were improving their level of understanding of the tasks given to them, as well as their ability to share and discuss with peers their strategies and the calculations to be made. It is important to highlight the progress made by one student, considered early in intervention with Learning Disabilities. At the end he was able to get a good performance score on the math assessment test. Regarding the last two objectives, the question arises as to the way in which they could be framed, are these goals indeed or are they the embryo of this research work. This situation exists because these goals developed simultaneously with the first, and at the same time they gave it support. Keywords: inclusive school, collaborative work, problem solving, subtraction, learning.
This research project sought to increase and improve the participation of all students in the classroom, based on the following question: how to promote the participation of second grade students, which includes a student diagnosed with communication and relationship disturbance? From this point of departure, the research work proposed to attain the following objectives: to promote the student participation and learning in the classroom; to develop/ strengthen cooperation between the head teacher and the special needs teacher; and to develop personal and professional skills in the context of the research/action and reflection on educational practices. For the purpose of developing this research work, the curriculum area of mathematics was chosen, specifically solving problems. Considering that the target of the research project is a second grade class, we focused on the operation of subtraction, in its various aspects: (a) to take away (b) to complete and (c) to compare. For data registration purposes, three instruments were drawn up concerning: cognitive, emotional and communication areas. For four months, the students solved two problem cases a week. During this time, elements collected periodically allowed us to conclude that all students, except for one, showed progress in their performance with regard to: the ability to solve problem cases using subtraction in its various forms, involving two or three quantities (greater difficulty with three quantities); to read and to manipulate numbers with 3 and 4 digits; to acquire concepts such as: half/double, third-part/triple, fourth-part/quadruple, tenth, hundred and thousand. When solving problem cases, students were progressively acquiring more autonomy, initiative, confidence and improving their work rhythm (emotional aspects considered in this research work). Greater autonomy resulted from the fact that students were improving their level of understanding of the tasks given to them, as well as their ability to share and discuss with peers their strategies and the calculations to be made. It is important to highlight the progress made by one student, considered early in intervention with Learning Disabilities. At the end he was able to get a good performance score on the math assessment test. Regarding the last two objectives, the question arises as to the way in which they could be framed, are these goals indeed or are they the embryo of this research work. This situation exists because these goals developed simultaneously with the first, and at the same time they gave it support. Keywords: inclusive school, collaborative work, problem solving, subtraction, learning.
Descrição
Orientação: Glória Ramalho
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, APRENDIZAGEM, COMUNICAÇÃO, ESCOLAS, ATIVIDADES ESCOLARES, EDUCATION, INCLUSIVE EDUCATION, LEARNING, COMMUNICATION, SCHOOL ACTIVITIES, SCHOOLS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR