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Relatório de Estágio - A utilização da calculadora gráfica no estudo das funções
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Este trabalho está dividido em duas partes, sendo que a primeira engloba as experiências e
aprendizagens decorridas durante o estágio pedagógico realizado no âmbito do Mestrado em
Ensino de Matemática no 3.º ciclo do Ensino Básico e no Secundário. A segunda parte deste
trabalho incide sobre uma investigação em Educação Matemática.
A primeira parte foca a experiência vivida pela professora estagiária ao longo de um ano letivo e
as suas reflexões relativamente ao primeiro contacto com a profissão de docente.
Na segunda parte encontra-se uma investigação em Educação Matemática, relacionada com a
utilização da calculadora gráfica realizada pelos alunos de uma turma do 10.º ano tendo em conta
as Funções reais de variável real. Considerando que a utilização da calculadora gráfica em sala
de aula poderá ser um aliado para motivar os alunos na aprendizagem da matemática e no
desenvolvimento dos seus raciocínios, a investigadora considerou interessante abordar esta
temática, objetivando-se assim, a caracterização do processo de génese instrumental dos alunos
do 10º ano de escolaridade no tema Funções Reais de Variável Real (FRVR), compreendendo
em que situações os discentes utilizam a calculadora gráfica e a que representações
matemáticas recorrem quando utilizam a calculadora como ferramenta. A metodologia de
investigação utilizada, foi uma metodologia qualitativa, sendo desenvolvido um estudo de caso
com quatro alunos do 10.º ano de escolaridade, escolhidos pela investigadora para o estudo, por
critérios definidos pela mesma. A investigadora preparou algumas tarefas matemáticas, as quais
os alunos tiveram de resolver individualmente, tendo como referencial a utilização da calculadora
gráfica. Deste modo, observou-se que, a maioria dos participantes, consegue aplicar e adaptar
os esquemas de utilização desenvolvidos em sala de aula tendo em conta o contexto dos
problemas em estudo. No entanto, quando não sabem quais os comandos ou menus da
calculadora gráfica que devem usar recorrem ao apoio dos professores para os esclarecer e não
exploram de forma autónoma a calculadora gráfica. Permitindo-se assim concluir que, os alunos
participantes no estudo se encontram numa fase inicial de génese instrumental. É notória alguma
falta de autonomia e iniciativa da parte dos alunos para resolver questões utilizando a calculadora
gráfica, tornando-se ainda mais evidente quando as questões não são semelhantes às
estudadas em sala de aula. Os alunos conseguem utilizar os comandos e menus explorados em
aula, mas não se sentem completamente à vontade com a calculadora gráfica para explorarem
novos comandos e menus e desenvolver novos esquemas de utilização, sem que exista um
incentivo prévio para que tal aconteça.
This work is divided into two parts, the first one includes the experiences and apprenticeship that have taken place during the pedagogical internship carried out under the Master's Degree in Mathematics Teaching in the 3rd cycle of Primary and Secondary Education. The second part of this work focuses on an investigation in Mathematics Education. The first part centers on the experience lived by the intern teacher over the course of a school year and her reflections on the first contact with the teaching profession. In the second part, there is an investigation in Mathematics Education, related to the use of the graphing calculator carried out by the students of a 10th grade class along the theme Real functions of real variables. Considering that the use of the graphing calculator in the classroom can be an ally to motivate students in learning mathematics and in the development of their reasoning, the researcher considered it interesting to approach this theme, aiming at the characterization of the process of instrumental genesis of students of the 10th year of schooling in the theme Real Functions of Real Variable, understanding in which situations students use the graphing calculator and what mathematical representations they apply when they use the calculator as a tool. The research methodology used was a qualitative methodology, and a case study was applied to four students of the 10th grade, chosen by the researcher for the study, according to criteria defined by herself. The researcher elaborated some mathematical tasks, which the students had to solve individually, having as reference the use of the graphing calculator. Therefore, it was observed that most participants are able to apply and adapt the usage schemes developed in the classroom taking into account the context of the problems under study. However, when they do not know which graphing calculator commands or menus they should use, they need the support of teachers to clarify them and do not independently explore the graphing calculator. It is possible to conclude that the students participating in the study are in an early stage of instrumental genesis. It is notorious some lack of autonomy and initiative in the students to solve issues using the graphing calculator, becoming even more evident when the questions are not similar to those studied in the classroom. Students are able to use the commands and menus explored in class, but are not completely comfortable with the graphing calculator to explore new commands and menus and develop new usage schemes, without a prior incentive for this to happen.
This work is divided into two parts, the first one includes the experiences and apprenticeship that have taken place during the pedagogical internship carried out under the Master's Degree in Mathematics Teaching in the 3rd cycle of Primary and Secondary Education. The second part of this work focuses on an investigation in Mathematics Education. The first part centers on the experience lived by the intern teacher over the course of a school year and her reflections on the first contact with the teaching profession. In the second part, there is an investigation in Mathematics Education, related to the use of the graphing calculator carried out by the students of a 10th grade class along the theme Real functions of real variables. Considering that the use of the graphing calculator in the classroom can be an ally to motivate students in learning mathematics and in the development of their reasoning, the researcher considered it interesting to approach this theme, aiming at the characterization of the process of instrumental genesis of students of the 10th year of schooling in the theme Real Functions of Real Variable, understanding in which situations students use the graphing calculator and what mathematical representations they apply when they use the calculator as a tool. The research methodology used was a qualitative methodology, and a case study was applied to four students of the 10th grade, chosen by the researcher for the study, according to criteria defined by herself. The researcher elaborated some mathematical tasks, which the students had to solve individually, having as reference the use of the graphing calculator. Therefore, it was observed that most participants are able to apply and adapt the usage schemes developed in the classroom taking into account the context of the problems under study. However, when they do not know which graphing calculator commands or menus they should use, they need the support of teachers to clarify them and do not independently explore the graphing calculator. It is possible to conclude that the students participating in the study are in an early stage of instrumental genesis. It is notorious some lack of autonomy and initiative in the students to solve issues using the graphing calculator, becoming even more evident when the questions are not similar to those studied in the classroom. Students are able to use the commands and menus explored in class, but are not completely comfortable with the graphing calculator to explore new commands and menus and develop new usage schemes, without a prior incentive for this to happen.
Descrição
Palavras-chave
Estágio pedagógico Ensino Básico Ensino Secundário Matemática Calculadora gráfica Funções