Matemagia como recurso educativo no ensino e na aprendizagem da Matemática
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2018-07-05
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A matemática deve ser ensinada de forma a estimular a participação dos alunos, permitindo que estes realizem aprendizagens significativas. A matemagia constitui um recurso lúdico que permite estimular a motivação do aluno e desenvolver o seu raciocínio. À primeira vista, estes problemas/charadas parecem ter algo mágico, mas quando os alunos conseguem descobrir os truques matemáticos, consideram-nos desafios dinâmicos. Para pôr em prática este tipo de tarefas em contexto de sala de aula, torna-se importante que os futuros professores desenvolvam e consolidem, durante a sua formação inicial, o seu raciocínio algébrico. Por isso, impõe-se a seguinte questão: “Os futuros professores possuem conhecimentos algébricos bem definidos para resolver e implementar tarefas relacionadas com matemagia, em contexto de sala de aula?”. Neste sentido, realizou-se um estudo, na Universidade de Trás-osMontes e Alto Douro, que contou com a participação de 52 futuros professores de diferentes ciclos de estudos e de diferentes cursos, utilizando uma metodologia de investigação de natureza qualitativa descritiva e interpretativa com recurso ao design de estudo de caso. Num primeiro momento, disponibilizou-se no Google Docs um inquérito por questionário composto por questões fechadas, com o objetivo de caraterizar os participantes. Num segundo momento, aplicaram-se duas atividades consideradas de matemagia: (a) Pensa num número e (b) Desafio Simbólico. Após a leitura das respostas dos participantes, procedeuse à elaboração de categorias de análise, o que facilitou o seu estudo, através do software SPSS. Depois da análise e interpretação dos resultados, concluiu-se que, na atividade (a), apenas 17,3% dos inquiridos conseguiu resolver a atividade utilizando o conceito de operação inversa, enquanto os restantes nem a conseguiram resolver. Na atividade (b), apenas 1,9% utilizou a simbologia algébrica para a sua resolução e os outros participantes, ou não chegaram a uma solução ou resolveram através de exemplos concretos. Na parte final deste trabalho descrevemos as atividades, desenvolvidas em contexto da Prática de Ensino Supervisionada, que se referem ao domínio dos Números e Operações. Este domínio, ainda em contexto aritmético, constitui a base para a passagem gradual para a álgebra. Em muitos problemas é notória a necessidade de professores/educadores terem um raciocínio algébrico bem desenvolvido para poderem auxiliar os seus alunos/crianças a atingirem os objetivos delineados.
Mathematics must be taught in order to stimulate participation of the students, allowing them to perform significant learning. Mathmagic establish a ludic resource that enables the motivation and development of the students logic. At a first glance, this problems/riddles seem to have something magic, but when the students manage to figure out the mathematic tricks they consider them dynamic challenges. To apply this kind of tasks in a classroom context, it’s important that future teachers develop and consolidate their algebraic reasoning during their academic formation. For that reason, the following question applies: ‘’Do future teachers have algebraic reasoning well consolidated to solve and enforce tasks related with mathmagic in a classroom context?’’. In this aspect, a study has been performed in the University of Trás-os-Montes e Alto Douro, which had the attendance of 52 future teachers from different study cycles and different graduations, using an interpretative and descriptive qualitative research methodology with the use of the case study design. In the first phase, was provided in Google Docs a composed questionnaire survey, by closed questions, with the goal of portray the participants. In the second phase, two mathmagic activities were applied: (a) Think of a number and (b) Symbol Challenge. After reading the answers from the participants, we proceeded with the elaboration of analysis categories that were simplified by the use of the data analysis software SPSS. After the analysis and interpretation of the results, we have concluded that, in the activity (a), only 17,3% of the surveyed managed to solve the activity using the reverse operation concept, while the rest was unable to solve it at all. In the activity (b), only 1,9% of the surveyed used algebraic symbolic to solve the activity, while the rest didn’t come to the solution at all or used concrete examples to come up with the solution. In the final part of this study the activities were described, which were developed in Supervised Teaching Practice, with relation to the domain of Numbers and Operations. This domain, still in arithmetic context, builds the base for the gradual transition to algebra. In many problems its palpable the need for the teachers/educators to have their algebraic reasoning well developed to allow them to help their students/children in achieving their outlined goals.
Mathematics must be taught in order to stimulate participation of the students, allowing them to perform significant learning. Mathmagic establish a ludic resource that enables the motivation and development of the students logic. At a first glance, this problems/riddles seem to have something magic, but when the students manage to figure out the mathematic tricks they consider them dynamic challenges. To apply this kind of tasks in a classroom context, it’s important that future teachers develop and consolidate their algebraic reasoning during their academic formation. For that reason, the following question applies: ‘’Do future teachers have algebraic reasoning well consolidated to solve and enforce tasks related with mathmagic in a classroom context?’’. In this aspect, a study has been performed in the University of Trás-os-Montes e Alto Douro, which had the attendance of 52 future teachers from different study cycles and different graduations, using an interpretative and descriptive qualitative research methodology with the use of the case study design. In the first phase, was provided in Google Docs a composed questionnaire survey, by closed questions, with the goal of portray the participants. In the second phase, two mathmagic activities were applied: (a) Think of a number and (b) Symbol Challenge. After reading the answers from the participants, we proceeded with the elaboration of analysis categories that were simplified by the use of the data analysis software SPSS. After the analysis and interpretation of the results, we have concluded that, in the activity (a), only 17,3% of the surveyed managed to solve the activity using the reverse operation concept, while the rest was unable to solve it at all. In the activity (b), only 1,9% of the surveyed used algebraic symbolic to solve the activity, while the rest didn’t come to the solution at all or used concrete examples to come up with the solution. In the final part of this study the activities were described, which were developed in Supervised Teaching Practice, with relation to the domain of Numbers and Operations. This domain, still in arithmetic context, builds the base for the gradual transition to algebra. In many problems its palpable the need for the teachers/educators to have their algebraic reasoning well developed to allow them to help their students/children in achieving their outlined goals.
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matemática , raciocínio algébrico , matemagia , prática de ensino supervisionada