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Relatório de estágio - A resolução e a formulação de problemas envolvendo inequações do 1.º grau
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O presente relatório encontra-se dividido em duas partes. Na primeira parte, descreve-se o
trabalho desenvolvido durante o estágio pedagógico. Esta parte conta com três capítulos. Nos
dois primeiros, abordam-se quer as atividades letivas, quer as atividades não letivas em que a
professora estagiária participou. Enquanto isso, no último capítulo, é apresentada uma reflexão
sobre essa mesma experiência. Já a segunda parte é dedicada ao projeto de investigação. Por
sua vez, esta parte possui cinco capítulos distintos. O primeiro e segundo capítulos dizem
respeito à introdução ao estudo e à revisão de literatura que o sustenta, respetivamente. No
terceiro capítulo, é realizada uma contextualização da metodologia adotada. Seguindo para o
quarto capítulo, expõe-se a análise dos dados. Por fim, no quinto capítulo, são mostradas as
conclusões deste estudo.
O estudo acima mencionado visou compreender e caracterizar os processos de resolução e
formulação de problemas, dos alunos do 9.º ano de escolaridade, no âmbito das inequações
do 1.º grau. Procurou-se, assim, responder às seguintes questões:
1. Como se caracteriza o processo de resolução de problemas que envolvam inequações
do 1.º grau?
2. Como se caracteriza o processo de formulação de problemas que envolvam inequações
do 1.º grau?
A investigação seguiu uma metodologia qualitativa e dispôs de três pares de participantes. A
análise dos dados teve como base a informação recolhida por observação, entrevistas,
documentos e notas de campo. No que toca a conclusões, os alunos leem e compreendem os
problemas, fazem e executam planos e, por último, verificam as respostas. Como estratégias
de resolução, estes consideram as numéricas (diretas e indiretas) e as simbólicas.
Relativamente à formulação de problemas, os alunos começam por formular, resolver e,
finalmente, melhorar os problemas. No que concerne a estratégias de formulação, os alunos
utilizam as de alteração, as de aceitação e, ainda, as de imaginação
The following report is divided in two parts. The first part describes the work that was developed during the pedagogical internship, and it consists in three chapters. The first two, address the teaching activities and the school activities in which the trainee teacher has participated. Meanwhile, the last chapter, presents a reflection about that same experience. The second part of the report is dedicated to the investigation project, and it consists in five distinct chapters. First two chapters are about the study's introduction and the literature review that sustains it. The third chapter undertakes an explanation of the adopted methodology. The fourth chapter displays the data analysis. Finally, the last one shows the conclusions of the study. The aim of this study was to understand and characterise the problem solving and the problem posing procedures of the 9th grade students in the context of first-degree inequalities. Therefore, it searched for answers to the following questions: 1. How is the problem-solving process of first-degree inequalities characterised? 2. How is the problem-posing process of first-degree inequalities characterised? The investigation pursued a qualitative research method involving three groups of participants. The information contained on the data analysis was collected through observation, interviews, documents and field notes. The study concluded that the students read and understand the problems, then they create and execute plans and, at last, they verify their answers. As problem-solving strategies, the students consider the numerical (direct and indirect) and the symbolic ones. Regarding to problem-posing, they start by formulating, then solving and, finally, by improving the developed problem. If concerned by the formulation strategies, students use the alteration, the acceptance and the imagination ones.
The following report is divided in two parts. The first part describes the work that was developed during the pedagogical internship, and it consists in three chapters. The first two, address the teaching activities and the school activities in which the trainee teacher has participated. Meanwhile, the last chapter, presents a reflection about that same experience. The second part of the report is dedicated to the investigation project, and it consists in five distinct chapters. First two chapters are about the study's introduction and the literature review that sustains it. The third chapter undertakes an explanation of the adopted methodology. The fourth chapter displays the data analysis. Finally, the last one shows the conclusions of the study. The aim of this study was to understand and characterise the problem solving and the problem posing procedures of the 9th grade students in the context of first-degree inequalities. Therefore, it searched for answers to the following questions: 1. How is the problem-solving process of first-degree inequalities characterised? 2. How is the problem-posing process of first-degree inequalities characterised? The investigation pursued a qualitative research method involving three groups of participants. The information contained on the data analysis was collected through observation, interviews, documents and field notes. The study concluded that the students read and understand the problems, then they create and execute plans and, at last, they verify their answers. As problem-solving strategies, the students consider the numerical (direct and indirect) and the symbolic ones. Regarding to problem-posing, they start by formulating, then solving and, finally, by improving the developed problem. If concerned by the formulation strategies, students use the alteration, the acceptance and the imagination ones.
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Palavras-chave
Estágio pedagógico Resolução de problemas Formulação de problemas Inequações do 1.º grau