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RESOLUÇÃO E FORMULAÇÃO DE PROBLEMAS: UMA ABORDAGEM À PROPORCIONALIDADE INVERSA
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O estágio pedagógico revela-se um ano de aprendizagem constante com o
desenvolvimento de competências pessoais e profissionais, as quais são os alicerces para o
desempenho dos futuros docentes. Nesse âmbito foi desenvolvido o presente relatório que se
encontra dividido em duas partes.
A primeira parte, referente à prática pedagógica supervisionada onde se encontra a
descrição das turmas atribuídas à professora estagiária, os planos de aula elaborados e
aplicados nas turmas, bem como o trabalho desenvolvido na prática não letiva, onde consta
uma breve descrição das reuniões assistidas e das atividades que organizou e participou com
os alunos da escola. Por último é apresentada uma reflexão sobre a importância do trabalho
desenvolvido ao longo do ano de estágio.
A segunda parte refere-se ao trabalho de investigação desenvolvido ao longo do ano
letivo e está dividida em cinco capítulos. O primeiro capítulo contém a introdução onde são
apresentados o objetivo e as questões de investigação. O segundo e terceiro capítulos dizem
respeito à revisão de literatura e à metodologia da investigação, respetivamente. A análise e
discussão dos dados encontram-se no quarto capítulo. No último capítulo são apresentadas as
conclusões da investigação realizada. O objetivo foi compreender os processos de resolução e
formulação de problemas no tema proporcionalidade inversa e foi desenvolvido numa turma
do 9.º ano de escolaridade do ensino básico de uma escola da área metropolitana de Lisboa.
As questões de investigação são: “De que forma se caracteriza o processo de resolução de
problemas que envolvem a proporcionalidade inversa?” e “De que forma se caracteriza o
processo de formulação de problemas que envolvem a proporcionalidade inversa?”. Para a
investigação seguiu-se uma metodologia qualitativa de carácter interpretativo baseada em
estudos de caso. Os dados recolhidos foram as resoluções dos alunos a duas tarefas criadas
para este estudo, as observações e registos da investigadora nas aulas. No que diz respeito à
resolução de problemas, os dados evidenciam que as três díades que constituíram os estudos
de caso leram e compreenderam os enunciados, elaboraram e executaram um plano e nem
sempre verificaram o resultado obtido. As estratégias de resolução utilizadas pelas díades
foram: numérica, simbólica e mista. No que diz respeito à formulação de problemas, as três
díades formularam e resolveram os problemas propostos, mas apenas uma melhorou o
enunciado que apresentou.
The teaching practicum proves to be a year of constant learning, marked by the development of personal and professional skills that serve as the foundation for the performance of future teachers. Within this scope, the present report was developed and is divided into two parts. The first part, concerning the teaching practicum, including a description of the classes assigned to the trainee teacher, the lesson plans developed, as well as the non-teaching practice, with a brief description of the meetings in which the trainee teacher attended and the activities organized with the school’s students. Finally, a reflection on the importance of the practicum year. The second part refers to the research project carried out throughout the school year and is divided into five chapters. The first chapter contains the introduction, where the research goals and questions are outlined. The second and third chapters concern the literature review and the research methodology, respectively. The fourth chapter presents the analysis and discussion of the data. The final chapter sets out the study’s conclusions. The aim of this study is to understand the processes of problem solving and problem posing within the topic of inverse proportionality, developed in a 9th grade class at a school in the Lisbon metropolitan area. The research questions are: “How can the process of solving problems involving inverse proportionality be characterized?” and “How can the process of posing problems involving inverse proportionality be characterized?”. A qualitative methodology was followed, based on case studies. The data collected included the students’ solutions to two tasks created for this study, as well as the researcher’s classroom observations and records. Regarding problem solving, the data shows that the three dyads that take parts in study cases read and understood the statements, designed and carried out a plan and they did not always verify the solution. The problem-solving strategies used by the dyads were numerical, symbolic, and mixed. The three dyads that formed the case studies feigned and solved problems for the situations created for data collection, but only one of the three dyads analysed improved the problems they presented.
The teaching practicum proves to be a year of constant learning, marked by the development of personal and professional skills that serve as the foundation for the performance of future teachers. Within this scope, the present report was developed and is divided into two parts. The first part, concerning the teaching practicum, including a description of the classes assigned to the trainee teacher, the lesson plans developed, as well as the non-teaching practice, with a brief description of the meetings in which the trainee teacher attended and the activities organized with the school’s students. Finally, a reflection on the importance of the practicum year. The second part refers to the research project carried out throughout the school year and is divided into five chapters. The first chapter contains the introduction, where the research goals and questions are outlined. The second and third chapters concern the literature review and the research methodology, respectively. The fourth chapter presents the analysis and discussion of the data. The final chapter sets out the study’s conclusions. The aim of this study is to understand the processes of problem solving and problem posing within the topic of inverse proportionality, developed in a 9th grade class at a school in the Lisbon metropolitan area. The research questions are: “How can the process of solving problems involving inverse proportionality be characterized?” and “How can the process of posing problems involving inverse proportionality be characterized?”. A qualitative methodology was followed, based on case studies. The data collected included the students’ solutions to two tasks created for this study, as well as the researcher’s classroom observations and records. Regarding problem solving, the data shows that the three dyads that take parts in study cases read and understood the statements, designed and carried out a plan and they did not always verify the solution. The problem-solving strategies used by the dyads were numerical, symbolic, and mixed. The three dyads that formed the case studies feigned and solved problems for the situations created for data collection, but only one of the three dyads analysed improved the problems they presented.
Descrição
Palavras-chave
Ensino Básico Resolução de Problemas Formulação de Problemas Proporcionalidade Inversa