A utilização da calculadora gráfica no ensino da Matemática no 10.º ano e as perceções dos alunos sobre a importância da calculadora no 7.º ano
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2016
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O presente trabalho tem como objetivos principais estudar a utilização da calculadora gráfica no ensino da Matemática, no 10.º ano do Ensino Secundário, e analisar as perceções dos alunos sobre a importância do uso da calculadora simples, no 7.º ano do Ensino Básico.
Para tal foram analisados dois questionários, que foram previamente preenchidos pelos alunos do 7.º ano e 10.º ano das turmas onde realizei a Prática de Ensino Supervisionada.
Como enquadramento ao tema procedi a uma análise da evolução da utilização da calculadora ao longo dos tempos, desde finais do século passado até aos dias de hoje.
Relativamente ao 10.º ano foram também analisadas algumas tarefas realizadas em sala de aula, em contexto de Estágio com o intuito de maximizar os resultados da utilização da calculadora gráfica no ensino da Matemática.
A maioria dos alunos do 10.º ano (70%) considera que a calculadora gráfica permite aumentar a motivação para o estudo da Matemática.
Ao longo da realização das tarefas observamos que o papel do professor como motivador da exploração da calculadora e orientador do caminho a seguir em cada tarefa é muito importante. Muitos alunos no 10.º ano não têm capacidade para autonomamente perceber qual o melhor método de resolução de um problema e têm dificuldades na interpretação de dados e nestas situações o papel do professor torna-se fundamental.
Em relação ao 7.º ano através do questionário pretendia avaliar a importância que os alunos atribuem à utilização da calculadora simples, já que, no geral, os professores neste nível propõem poucas tarefas que incluem a exploração da calculadora. Os resultados demonstram que os alunos do 7.º ano acreditam que a maior utilização da calculadora seria útil e motivador.
Atualmente considera-se que a calculadora gráfica é essencial, obrigatória e trouxe benefícios para o ensino da Matemática no nível secundário. Contudo, a utilização por si só de uma calculadora gráfica não resolve todos os problemas inerentes ao insucesso da disciplina, sendo necessário continuar a investigação para a descoberta de novas metodologias mais eficazes para melhorar os resultados dos alunos.
The main purpose of this work is to study graphing calculator usage by 10th year grade students in Mathematics subject as well as the perception of simple calculator importance on the 7th grade. In order to complete this study, two questionnaires were applied to the 7th and 10th year grade classes associated to a Supervised Teaching Practice. In addition, the evolution of calculator usage through the time, since the end of the last century till the present, will also be analyzed. Relative to 10th year were also analised some tasks performed in the classroom, on stage context in order to maximize the results of the use of graphing calculators in mathematics education. The completion of a questionnaire by the students will provide information about calculator usage on students’ motivation, their autonomy on its manipulation and their opinion concerning its importance. It is also relevant to understand which type of tasks motivate students to use calculator as well as their difficulties on its operation and the way they analyze the achieved results. The majority of 10th year grade students (70%) considered that graphing calculator improved their motivation to study Mathematics subject. Based on the observations of the completed tasks we concluded that teachers have an important role on students’ motivation to explore graphing calculator functions and they also play a crucial part on orienting students’ activities. In fact, many 10th year grade students have problems to autonomously find the best method to solve a problem as well as they also have difficulties to analyze some results. Regarding the 7th year grade students, a questionnaire was also applied in order to evaluate their opinion of simple calculator usage, once teachers in general do not promote many tasks requiring it. The results show that students of the 7th year believed that the increased use of the calculator would be useful and motivating. Presently graphing calculator is considered to be an essential and mandatory instrument which brought many benefits to Mathematics teaching on high school level. Even though, this is not enough to solve the spectrum of problems connected with the underachievement on this subject. It is therefore necessary to keep investigating new and more effective methods to improve students’ performance.
The main purpose of this work is to study graphing calculator usage by 10th year grade students in Mathematics subject as well as the perception of simple calculator importance on the 7th grade. In order to complete this study, two questionnaires were applied to the 7th and 10th year grade classes associated to a Supervised Teaching Practice. In addition, the evolution of calculator usage through the time, since the end of the last century till the present, will also be analyzed. Relative to 10th year were also analised some tasks performed in the classroom, on stage context in order to maximize the results of the use of graphing calculators in mathematics education. The completion of a questionnaire by the students will provide information about calculator usage on students’ motivation, their autonomy on its manipulation and their opinion concerning its importance. It is also relevant to understand which type of tasks motivate students to use calculator as well as their difficulties on its operation and the way they analyze the achieved results. The majority of 10th year grade students (70%) considered that graphing calculator improved their motivation to study Mathematics subject. Based on the observations of the completed tasks we concluded that teachers have an important role on students’ motivation to explore graphing calculator functions and they also play a crucial part on orienting students’ activities. In fact, many 10th year grade students have problems to autonomously find the best method to solve a problem as well as they also have difficulties to analyze some results. Regarding the 7th year grade students, a questionnaire was also applied in order to evaluate their opinion of simple calculator usage, once teachers in general do not promote many tasks requiring it. The results show that students of the 7th year believed that the increased use of the calculator would be useful and motivating. Presently graphing calculator is considered to be an essential and mandatory instrument which brought many benefits to Mathematics teaching on high school level. Even though, this is not enough to solve the spectrum of problems connected with the underachievement on this subject. It is therefore necessary to keep investigating new and more effective methods to improve students’ performance.
Descrição
Dissertação de Mestrado em Ensino de Matemática no 3º Ciclo do Ensino Básico e no Ensino Secundário
Palavras-chave
Matemática , Ensino , Calculadora (gráfica) , Investigação , Exploração