A modelação matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
Data
2018-11-21
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Apesar de ser um tema que abrange várias áreas da nossa sociedade, a matemática
constitui o domínio que denota maior aversão por parte dos alunos dos vários níveis de ensino.
Tal deve-se ao facto de os alunos não entenderem qual o propósito e utilidade da Matemática,
já que tal não lhes é incutido no decorrer da sua escolaridade. Muitas vezes, as metodologias
utilizadas para o ensino da matemática não são as mais adequadas, daí os alunos questionarem
para que “aquilo serve”. Com o recurso à modelação no ensino da matemática, esta e outras
questões podem ser solucionadas, pois trata-se de uma metodologia que visa atribuir um sentido
à matemática. Apesar das suas vantagens, apraz algumas especificidades, e por esse motivo,
existem alguns requisitos para a sua correta e completa utilização.
Numa primeira fase deste Relatório Final de Estágio, será apresentado o conceito de
modelação matemática, as suas etapas, as suas vantagens e desvantagens, bem como a análise
dos documentos oficiais respeitantes à Educação Pré-Escolar e ao 1.º Ciclo do Ensino Básico
(CEB). Posteriormente, faz-se uma descrição das instituições e das tarefas desenvolvidas no
âmbito da Prática de Ensino Supervisionada (PES), quer em contexto de Educação Pré-Escolar,
quer no 1.º CEB. No decorrer da PES tentaram-se implementar tarefas de modelação
matemática, o que não foi, efetivamente, possível, ainda assim, fez-se o esforço de aplicar
tarefas onde a matemática se relacionasse com a outras áreas.
Em virtude de não se ter implementado a modelação matemática em PES, na sua forma
completa, optou-se por implementar um estudo com atuais e futuros educadores/professores do
ensino básico, com o intuito de analisar os seus conhecimentos em modelação matemática,
verificar se as metodologias que utilizam se relacionam com a modelação. Para além disso,
tentaremos perceber se a formação académica nesta área poderá ser a chave para a sua correta
e completa utilização de forma mais assídua, por forma a usufruir de todas as suas vantagens e
virtudes.
This is due the fact that the students didn’t understand the purpose and the utility of mathematics since this isn’t transfused to them during their schooling. Many times, the methodologies used for teaching mathematics aren’t the most suitable, so the students wonder for “what that serves?”. With the use of modelling in mathematics teaching, this and other questions can be solved, because it’s a methodology that aims to attribute a sense to mathematics. In the other hand, in brings some specificities, and for that reason, there are some requirements for its correct and complete utilization. In a first phase of this Final Report of Internship will be presented the concept of mathematical modelling, its phases, its advantages and disadvantages, as well as the analyses of the official documents related to pre-school education, and of the first cycle of primary education. Posteriorly, there is a description of the institutions and developed tasks within the framework of the Supervised Teaching Practice both in context of pre-school education and in the first cycle of basic education. During Supervised Teaching Practice, we tried to implement tasks of mathematical modelling, what wasn’t possible. Even so, we made an effort to apply tasks where mathematics was related to other areas. Because mathematical modelling wasn’t been implemented in Supervised Teaching Practice, in its complete form, it was decided to implement a study with actual and future educators/ teachers of basic education, in order to analyze their knowledge in mathematical modelling, verify if the methodologies that they use are related to modelling. Furthermore, we’ll try to understand if the academical formation in this area could be the key to its correct and complete utilization in a most assiduous way, to enjoy every of its advantages and virtues.
This is due the fact that the students didn’t understand the purpose and the utility of mathematics since this isn’t transfused to them during their schooling. Many times, the methodologies used for teaching mathematics aren’t the most suitable, so the students wonder for “what that serves?”. With the use of modelling in mathematics teaching, this and other questions can be solved, because it’s a methodology that aims to attribute a sense to mathematics. In the other hand, in brings some specificities, and for that reason, there are some requirements for its correct and complete utilization. In a first phase of this Final Report of Internship will be presented the concept of mathematical modelling, its phases, its advantages and disadvantages, as well as the analyses of the official documents related to pre-school education, and of the first cycle of primary education. Posteriorly, there is a description of the institutions and developed tasks within the framework of the Supervised Teaching Practice both in context of pre-school education and in the first cycle of basic education. During Supervised Teaching Practice, we tried to implement tasks of mathematical modelling, what wasn’t possible. Even so, we made an effort to apply tasks where mathematics was related to other areas. Because mathematical modelling wasn’t been implemented in Supervised Teaching Practice, in its complete form, it was decided to implement a study with actual and future educators/ teachers of basic education, in order to analyze their knowledge in mathematical modelling, verify if the methodologies that they use are related to modelling. Furthermore, we’ll try to understand if the academical formation in this area could be the key to its correct and complete utilization in a most assiduous way, to enjoy every of its advantages and virtues.
Descrição
Relatório Final de Estágio no 2.º Ciclo em Educação Pré-Escolar e Ensino do 1.º CEB
Palavras-chave
Modelação matemática , ensino e aprendizagem da matemática , Educação Pré-Escolar , 1.º Ciclo do Ensino Básico , Prática profissional dos professores