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O papel da plataforma khan academy no estudo da função quadrática
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A presente dissertação reflete o trabalho desenvolvido, durante o ano letivo 2021/2022, pela
professora estagiária e divide-se em duas partes: a primeira parte descreve a experiência vivida
durante o estágio pedagógico; a segunda parte descreve uma investigação em Educação
Matemática sobre o contributo da Plataforma Khan Academy no estudo da função quadrática.
A primeira parte descreve o ano de estágio, relatando as diversas participações da professora
estagiária na escola a par com uma reflexão sobre a prática pedagógica adotada nas aulas
lecionadas.
Quanto à segunda parte, esta descreve a investigação desenvolvida com alunos de uma turma
do 10.º ano de escolaridade, visando com a presente investigação clarificar:
1. De que forma a utilização da Plataforma Khan Academy contribui para a aprendizagem dos
conteúdos matemáticos visados?
2. Qual é o desempenho dos alunos através da Plataforma Khan Academy?
3. Quais são as diferenças na contribuição da Plataforma Khan Academy, para alunos com
desempenhos escolares diferentes?
Seguiu-se uma metodologia de investigação qualitativa, composta por três estudos de caso. As
técnicas de recolha de dados incluem a realização de entrevistas semiestruturadas e a
observação dos três alunos durante a resolução das tarefas.
As conclusões do estudo levado a cabo sugerem que a Plataforma Khan Academy teve um
impacto positivo na aprendizagem dos alunos, promovendo uma abordagem personalizada e
flexível, ajustada aos diferentes desempenhos escolares. Para os alunos com bom desempenho,
como o Duarte e a Miriam, a plataforma ajudou a consolidar e a aprofundar conhecimentos, para
os alunos com dificuldades, como o Joaquim, a plataforma foi crucial para superar lacunas e
reforçar conceitos.
De acordo com a presente investigação, a presença do professor continua a revelar-se essencial
para uma aprendizagem mais profunda. Porém, a flexibilidade, o feedback imediato e a
autonomia na aprendizagem proporcionados pela plataforma foram fundamentais para todos.
A plataforma complementa o ensino presencial, favorecendo uma aprendizagem mais completa
e eficaz.
The present dissertation reflects the work developed during the 2021/2022 academic year by the trainee teacher and is divided in two parts: the first one reports the pedagogical internship experience; and the second one presents an investigation in Mathematics Education on the contribution of Khan Academy Platform in the quadratic function learning. The first part describes the year of internship, showing the different participations of the trainee in school and the reflection about the pedagogical practice during the classes taught as well. Regarding the second part, here is described the investigation developed with students of a 10th grade class. The aim of the present investigation is to understand: 1. How does the use of Khan Academy Platform contribute to learning the targeted mathematical content? 2. What is the performance of students through Khan Academy Platform? 3. What are the differences in Khan Academy Platform 's contribution to students with different academic performances? A qualitative research methodology was followed, consisting of three case studies. The data collection techniques include conducting semi-structured interviews and observing the three students during task resolution. The conclusions of the study suggest that Khan Academy had a positive impact on students' learning, promoting a personalized and flexible approach adjusted to different academic performances. For high-performing students, such as Duarte and Miriam, the platform helped consolidate and deepen their knowledge, while for students with difficulties, like Joaquim, it was crucial in overcoming gaps and reinforcing concepts. Flexibility, immediate feedback, and autonomy in learning were essential for all students, but the presence of the teacher continues to be seen as essential for deeper learning. Therefore, the platform complements in-person teaching, promoting a more complete and effective learning experience.
The present dissertation reflects the work developed during the 2021/2022 academic year by the trainee teacher and is divided in two parts: the first one reports the pedagogical internship experience; and the second one presents an investigation in Mathematics Education on the contribution of Khan Academy Platform in the quadratic function learning. The first part describes the year of internship, showing the different participations of the trainee in school and the reflection about the pedagogical practice during the classes taught as well. Regarding the second part, here is described the investigation developed with students of a 10th grade class. The aim of the present investigation is to understand: 1. How does the use of Khan Academy Platform contribute to learning the targeted mathematical content? 2. What is the performance of students through Khan Academy Platform? 3. What are the differences in Khan Academy Platform 's contribution to students with different academic performances? A qualitative research methodology was followed, consisting of three case studies. The data collection techniques include conducting semi-structured interviews and observing the three students during task resolution. The conclusions of the study suggest that Khan Academy had a positive impact on students' learning, promoting a personalized and flexible approach adjusted to different academic performances. For high-performing students, such as Duarte and Miriam, the platform helped consolidate and deepen their knowledge, while for students with difficulties, like Joaquim, it was crucial in overcoming gaps and reinforcing concepts. Flexibility, immediate feedback, and autonomy in learning were essential for all students, but the presence of the teacher continues to be seen as essential for deeper learning. Therefore, the platform complements in-person teaching, promoting a more complete and effective learning experience.
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Estágio Pedagógico Plataforma Khan Academy Função Quadrática Matemática