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Novas metodologias para o ensino da matemática: estudo exploratório
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Neste trabalho propusemo-nos efectuar uma articulação entre a matemática e as artes.
Pretendeu-se com isso desenvolver uma nova metodologia de ensino da matemática que
estabelecesse uma interligação entre a matemática e várias vertentes artísticas, em
particular a dança e o teatro. Com esta finalidade, tivemos como objectivo averiguar as
atitudes dos alunos em relação à disciplina de matemática, no que concerne à
concentração, à motivação, à atenção, à auto-estima, à autoconfiança e ao empenho nas
tarefas escolares.
Nesta pesquisa efectuou-se a ligação entre o movimento, a dança e o teatro e outras
vertentes artísticas com a matemática. A análise dos dados baseou-se numa metodologia
qualitativa, na qual recorremos a entrevistas semiestruturadas, realizadas individualmente
a cada um dos participantes, bem como em grupo focal. Recorreu-se também à
investigação-acção, à observação livre e às notas de campo e realizou-se, ainda, um teste
de avaliação a cada participante. Ao Professor Tutor e Supervisor pedimos o
preenchimento de uma grelha a qual permitiu avaliar as atitudes dos alunos, pré-definidas
nos objectivos específicos. Os participantes deste estudo, que perfazem um total de sete,
pertencem ao 3º e 4º ano de escolaridade do 1º ciclo do ensino básico, de uma escola da
cidade de Lisboa, com idades compreendidas entre os 8 e os 10 anos.
A análise de resultados parece permitir confirmar os efeitos positivos que advêm da
introdução de ferramentas provenientes das artes, em particular do teatro e da dança, no
ensino da matemática. A introdução dessas ferramentas artísticas utilizando, para isso,
dinâmicas de grupo, parece ser capaz de estimular os alunos relativamente às atitudes
observadas, de entre as quais se destaca a motivação. Contudo, a atenção, a auto-estima,
a autoconfiança e o empenho também sofreram alterações significativas, positivamente
A opinião dos participantes relativamente às sessões de intervenção aplicadas foi positiva,
tendo aderido com satisfação à proposta de metodologia que experienciaram. Os
participantes apresentaram formas diferentes de aprender matemática: com o corpo, com
jogos, desenhando. Os participantes também referiram os conteúdos abordados e extraprograma
adquiridos (Echer), mencionaram que se divertiram, se sentiram felizes e livres
pelo facto de se movimentarem e referiram, ainda, que sentiram que aprenderam
matemática, facto que se pode comprovar pela média obtida nos testes de avaliação, 84%.
Este valor parece permitir confirmar a aquisição dos conteúdos abordados nas sessões de
intervenção. Saliente-se o facto de que os participantes parecem ter mudado as suas
opiniões relativamente à matemática, passando a gostar mais da disciplina.
The objective of this dissertation is to explore the connection between mathematics and arts. The intention of this work is to develop a new mathematics teaching methodology that would establish an interconnection between mathematics and various artistic aspects, in particular dance and theatre. In this context, we aimed to analyse students' attitudes towards the mathematics discipline, when it comes to concentration, motivation, attention, self-esteem, self-confidence and commitment to homework. In this research the connection was made between movement, dance, theatre and other artistic aspects and mathematics. The analysis of data was based on a qualitative methodology, in which we used semi-structured interviews, carried out individually with each of the participants, as well as in a focus group. In addition, we conducted an action research and a general observation with notetaking. Moreover, an assessment test was also carried out for each participant. The regular teacher and the supervisor of the participants were both asked to complete an ex-ante evaluation form, which allowed to establish students' predefined attitudes for the purposes of our specific research objectives. The participants of this study, which make up a total of seven, at the time of the practical study were in the 3rd and 4th grade of a primary school in the city of Lisbon, aged between 8 and 10 years old. The analysis of the results of our research allows to confirm a positive influence of application of methodologies and approaches used in arts, in particular dance and theatre, in teaching of mathematics. The introduction of certain artistic tools, using group dynamics, seems to be able to stimulate the students with regards to the observed attitudes, with motivation being the most significant one. In addition, other analysed attitudes, such as attention, self-esteem, self-confidence and commitment also showed a positive dynamic. The opinion of the participants regarding the intervention sessions was positive, all participants reported being satisfied with the experience acquired. Participants experienced different ways of learning mathematics: through the body, through games, drawing, etc. In their reports the participants also referenced the approached contents and extra-curricular skills acquired (Echer), mentioned that they had fun, felt happy and free because they moved throughout the class. Moreover, the participants also stated that they felt that they had learned something new about mathematics, which can be corroborated by the average grade obtained in the evaluation tests (84%). This average grade value allows to confirm the effective acquisition of the contents covered in the intervention sessions. It should be emphasized that the participants seem to have changed their opinions about mathematics, becoming more appreciative of this subject.
The objective of this dissertation is to explore the connection between mathematics and arts. The intention of this work is to develop a new mathematics teaching methodology that would establish an interconnection between mathematics and various artistic aspects, in particular dance and theatre. In this context, we aimed to analyse students' attitudes towards the mathematics discipline, when it comes to concentration, motivation, attention, self-esteem, self-confidence and commitment to homework. In this research the connection was made between movement, dance, theatre and other artistic aspects and mathematics. The analysis of data was based on a qualitative methodology, in which we used semi-structured interviews, carried out individually with each of the participants, as well as in a focus group. In addition, we conducted an action research and a general observation with notetaking. Moreover, an assessment test was also carried out for each participant. The regular teacher and the supervisor of the participants were both asked to complete an ex-ante evaluation form, which allowed to establish students' predefined attitudes for the purposes of our specific research objectives. The participants of this study, which make up a total of seven, at the time of the practical study were in the 3rd and 4th grade of a primary school in the city of Lisbon, aged between 8 and 10 years old. The analysis of the results of our research allows to confirm a positive influence of application of methodologies and approaches used in arts, in particular dance and theatre, in teaching of mathematics. The introduction of certain artistic tools, using group dynamics, seems to be able to stimulate the students with regards to the observed attitudes, with motivation being the most significant one. In addition, other analysed attitudes, such as attention, self-esteem, self-confidence and commitment also showed a positive dynamic. The opinion of the participants regarding the intervention sessions was positive, all participants reported being satisfied with the experience acquired. Participants experienced different ways of learning mathematics: through the body, through games, drawing, etc. In their reports the participants also referenced the approached contents and extra-curricular skills acquired (Echer), mentioned that they had fun, felt happy and free because they moved throughout the class. Moreover, the participants also stated that they felt that they had learned something new about mathematics, which can be corroborated by the average grade obtained in the evaluation tests (84%). This average grade value allows to confirm the effective acquisition of the contents covered in the intervention sessions. It should be emphasized that the participants seem to have changed their opinions about mathematics, becoming more appreciative of this subject.
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Palavras-chave
Ensino da Matemática Metodologias de Ensino Disciplina de Matemática Artes Mathematics Subject Mathematics Teaching Education Methodologies Arts