A calculadora no Ensino da Matemática nos 1.º e 2.º Ciclos do Ensino Básico
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2019-11-05
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O recurso à Matemática mostra-se indubitavelmente, um elemento muito importante para a sociedade. Este facto, conduziu a Matemática a um lugar de relevo no currículo dos alunos, que exige um novo olhar sobre o seu ensino, como preconizam os atuais programas. Assim sendo, o professor procura perspetivas diferenciadas para o seu ensino e aprendizagem. O avanço tecnológico beneficia essa procura, pois surgem instrumentos inovadores que facilitam, estimulam e motivam os alunos na aprendizagem. Relativamente à Matemática, surgem diversas ferramentas tecnológicas, entre elas, a calculadora. É neste contexto que surge o presente trabalho que aborda a utilização da calculadora no ensino da matemática nos 1.º e 2.º Ciclos do Ensino Básico. O uso da calculadora tem sido alvo de alguma controvérsia, sendo uma das causas a ideia de poder obstaculizar o desenvolvimento do cálculo mental. De facto, os alunos mostram evidências de adquirirem cada vez menos esta competência (Carvalho, 2011), o que causa alguma preocupação aos professores, pois este, desenvolve nas crianças qualidades de ordem, lógica, reflexão e memória. Contudo, em contrapartida, evidencia diversos aspetos positivos, como o facilitar a assimilação e compreensão das expressões numéricas, o auxiliar na resolução de problemas e até, segundo alguns autores, o próprio desenvolvimento do cálculo mental. Posto isto, os professores devem procurar conhecimentos que lhes permitam dominar as funcionalidades da calculadora, com fim de melhorar a prática pedagógica e introduzir este recurso educativo como auxiliar da aprendizagem, uma vez que, com todos os prós e contras, é exigido pelo programa e metas curriculares. Assim sendo, após um breve resumo da evolução da máquina de calcular, fazemos uma breve revisão sobre a presença da máquina de calcular nos programas e metas curriculares nos manuais escolares e na sala de aula. De seguida analisamos as potencialidades e limitações da máquina de calcular. Posteriormente após uma análise da prática de ensino supervisionada, apresentamos o estudo de caso realizado, incluindo os questionários aplicados e a análise dos resultados.
The use of mathematics is undoubtedly a very important element for society. This has led Mathematics to a place of prominence in the student’s curriculum, which demands a new look at their teaching, as the current programs advocate. Thus, the teacher seeks different perspectives for his teaching and learning. The technological advancement benefits this demand, as innovative instruments emerge that facilitate, stimulate and motivate students in learning. Regarding Mathematics, several technological tools emerge, among them, the calculator. It is in this context that the present work approaches the use of the calculator in the teaching of mathematics in the 1st and 2nd Cycles of Basic Education. The use of the calculator has been the subject of some controversy, one of the causes being the idea of being able to hinder the development of mental calculus. In fact, students show evidence of acquiring less and less of this competence (Carvalho, 2011), which causes some concern to teachers, as it develops in children qualities of order, logic, reflection and memory. However, on the other hand, it highlights several positive aspects, such as facilitating the assimilation and understanding of numerical expressions, helping to solve problems and even, according to some authors, the development of mental calculus itself. Having said that, teachers should seek knowledge that will enable them to master the features of the calculator in order to improve pedagogical practice and introduce this educational resource as a learning aid, as, with all the pros and cons, is required by the program and curricular goals. Accordingly, after a brief summary of the evolution of the calculating machine, we briefly review the presence of the calculating machine in curriculum and curriculum goals in textbooks and in the classroom. We then analyze the capabilities and limitations of the calculating machine. After an analysis of supervised teaching practice, we present the case study performed, including the applied questionnaires and the analysis of the results.
The use of mathematics is undoubtedly a very important element for society. This has led Mathematics to a place of prominence in the student’s curriculum, which demands a new look at their teaching, as the current programs advocate. Thus, the teacher seeks different perspectives for his teaching and learning. The technological advancement benefits this demand, as innovative instruments emerge that facilitate, stimulate and motivate students in learning. Regarding Mathematics, several technological tools emerge, among them, the calculator. It is in this context that the present work approaches the use of the calculator in the teaching of mathematics in the 1st and 2nd Cycles of Basic Education. The use of the calculator has been the subject of some controversy, one of the causes being the idea of being able to hinder the development of mental calculus. In fact, students show evidence of acquiring less and less of this competence (Carvalho, 2011), which causes some concern to teachers, as it develops in children qualities of order, logic, reflection and memory. However, on the other hand, it highlights several positive aspects, such as facilitating the assimilation and understanding of numerical expressions, helping to solve problems and even, according to some authors, the development of mental calculus itself. Having said that, teachers should seek knowledge that will enable them to master the features of the calculator in order to improve pedagogical practice and introduce this educational resource as a learning aid, as, with all the pros and cons, is required by the program and curricular goals. Accordingly, after a brief summary of the evolution of the calculating machine, we briefly review the presence of the calculating machine in curriculum and curriculum goals in textbooks and in the classroom. We then analyze the capabilities and limitations of the calculating machine. After an analysis of supervised teaching practice, we present the case study performed, including the applied questionnaires and the analysis of the results.
Descrição
Dissertação de Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Palavras-chave
Calculadora , Ensino