A inclusão das TIC no ensino da matemática no 2.º Ciclo do Ensino Básico: uma experiência com o KAHOOT
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2018-07-19
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A introdução das TIC nas salas de aula já é uma realidade em muitos espaços educativos e é fundamental que continuem a aparecer projetos ou ideias que desenvolvam o processo de ensino e de aprendizagem. Cada vez mais, estudos realizados no âmbito das TIC reportam para a importância da inclusão das tecnologias na sala de aula, pois estas ferramentas, quando utilizadas adequadamente, promovem uma atitude positiva face à disciplina, conduzem ao aumento do interesse e da motivação dos alunos desenvolvendo ao mesmo tempo, competências transversais a diversas áreas curriculares. Particularmente na matemática, a inclusão de que falamos surge contemplada nos documentos legais orientadores da área curricular, contudo, é da responsabilidade do professor, selecionar os melhores meios tecnológicos e adequa-los ao processo de ensinoaprendizagem. Querendo corresponder a essas expectativas, nesta dissertação é apresentada uma experiência da utilização de uma plataforma online interativa designada por Kahoot, realizada numa turma de 5º ano de escolaridade na disciplina de matemática, numa escola no norte de Portugal no âmbito da prática de ensino supervisionada. Com esta utilização, pretendeu-se verificar as possibilidades de integração da plataforma nas aulas de matemática e testar a proficuidade desta ferramenta enquanto recurso pedagógico. A realização do Kahoot, assemelha-se aos mediáticos jogos de perguntas de escolha múltipla, e implica que os alunos tenham ao seu dispor tablets ou smartphones, para poderem validar as suas respostas. Precedentemente, esta plataforma online oferece a possibilidade de editar e formular as questões que o utilizador desejar, antes da realização do jogo com os alunos, o que permite criar perguntas relacionadas com os conteúdos que se pretendem avaliar. No final da realização de cada jogo, o Kahoot cria automaticamente um documento com todas as informações estatísticas da performance de cada aluno, permitindo uma análise individualizada das suas dificuldades e sucessos, especificamente em cada questão.
The introduction of ICT in classrooms is already a reality in many educational spaces and it is fundamental that projects or ideas that develop the teaching and learning process continue to appear. Increasingly, ICT studies report on the importance of including technologies in the classroom, as these tools, when used properly, promote a positive attitude toward the subject, lead to an increase in the interest and motivation of the students developing at the same time, transversal competences to diverse curricular areas. Particularly in mathematics, the inclusion of which we speak is contemplated in the legal documents guiding the curricular area, however, it is the teacher's responsibility to select the best technological means and adapt them to the teaching-learning process. In order to meet these expectations, this dissertation presents an experience of the use of an interactive online platform called Kahoot, conducted in a group of 5 years of schooling in mathematics, in a school in the north of Portugal within the scope of supervised teaching practice. With this use, it was intended to verify the possibilities of integration of the platform in mathematics classes and to test the proficuity of this tool as a pedagogical resource. Kahoot's performance is similar to mediated multi-choice quiz games and implies that students have at their disposal tablets or smartphones in order to validate their answers. Previously, this online platform offers the possibility to edit and formulate the questions that the user wants before playing the game with the students, which allows to create questions related to the contents that are intended to be evaluated. At the end of each game, Kahoot automatically creates a document with all the statistical information of the performance of each student, allowing an individualized analysis of their difficulties and successes, specifically in each question.
The introduction of ICT in classrooms is already a reality in many educational spaces and it is fundamental that projects or ideas that develop the teaching and learning process continue to appear. Increasingly, ICT studies report on the importance of including technologies in the classroom, as these tools, when used properly, promote a positive attitude toward the subject, lead to an increase in the interest and motivation of the students developing at the same time, transversal competences to diverse curricular areas. Particularly in mathematics, the inclusion of which we speak is contemplated in the legal documents guiding the curricular area, however, it is the teacher's responsibility to select the best technological means and adapt them to the teaching-learning process. In order to meet these expectations, this dissertation presents an experience of the use of an interactive online platform called Kahoot, conducted in a group of 5 years of schooling in mathematics, in a school in the north of Portugal within the scope of supervised teaching practice. With this use, it was intended to verify the possibilities of integration of the platform in mathematics classes and to test the proficuity of this tool as a pedagogical resource. Kahoot's performance is similar to mediated multi-choice quiz games and implies that students have at their disposal tablets or smartphones in order to validate their answers. Previously, this online platform offers the possibility to edit and formulate the questions that the user wants before playing the game with the students, which allows to create questions related to the contents that are intended to be evaluated. At the end of each game, Kahoot automatically creates a document with all the statistical information of the performance of each student, allowing an individualized analysis of their difficulties and successes, specifically in each question.
Descrição
Dissertação de Mestrado para a obtenção de grau de Mestre em Ensino do
1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º
Ciclo do Ensino Básico
Palavras-chave
TIC , matemática , Kahoot