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REFLETINDO SOBRE A PRÁTICA PEDAGÓGICA E SOBRE A INFLUÊNCIA DOS MATERIAIS DIDÁTICOS NÃO ESTRUTURADOS NA RESOLUÇÃO DE PROBLEMAS ALGÉBRICOS
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O presente relatório de prática de ensino supervisionada foi elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação e Ciências Sociais do Politécnico de Leiria. Os principais objetivos deste relatório visam abordar o percurso vivido nas quatro práticas pedagógicas que integram um estudo investigativo sobre a influência dos materiais didáticos não estruturados na resolução de problemas algébricos.
A dimensão reflexiva assenta no percurso realizado ao longo destes dois anos. Simultaneamente, contempla os momentos mais marcantes e significativos vividos nas práticas pedagógicas. Neste sentido, esta dimensão contém a caracterização dos contextos educativos, os desafios pedagógicos e pessoais, as perceções e receios e as aprendizagens concretizadas, relatando de forma crítica e fundamentada. Deste modo, reflete todas as emoções, sentimentos e momentos vivenciados no decorrer destas quatro práticas pedagógicas, que proporcionaram um crescimento aos níveis pessoal e profissional.
A dimensão investigativa contempla as vivências dos alunos bem como a forma como os materiais didáticos não estruturados influenciam o seu desempenho na resolução de problemas algébricos. A investigação apresenta-se como um estudo de caso, com recurso a um método misto, de modo a compreender qual a influência dos materiais didáticos não estruturados na resolução de problemas algébricos de alunos do 2.º ano do 1.º Ciclo do Ensino Básico. A recolha dos dados foi concretizada por meio de tabelas de observação e das folhas de resposta dos alunos.
Levando em consideração a análise dos dados, entende-se que a utilização dos materiais didáticos não estruturados consiste num recurso potencializador e eficaz para a resolução de problemas algébricos, fomentando a motivação e o desempenho dos alunos. Os dados obtidos revelam a importância de integrar os materiais didáticos não estruturados nas práticas pedagógicas, procurando promover aprendizagens significativas para os alunos.
The present report of supervised teaching practice was prepared for the Master’s Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education at the School of Education and Social Sciences of the Polytechnic Institute of Leiria. The main objectives of this report are to address the journey experienced throughout the four pedagogical practices and to present an investigative study on the influence of unstructured didactic materials in solving algebraic problems. The reflexive dimension is based on the path followed over the past two years. At the same time, it includes the most significant and meaningful moments experienced during the pedagogical practices. In this sense, this dimension contains the characterization of the educational contexts, the pedagogical and personal challenges, the perceptions and fears, and the learning achieved, reported in a critical and well-founded manner. Thus, it reflects all the emotions, feelings, and moments experienced throughout these four pedagogical practices, which contributed to both personal and professional growth. The investigative dimension also considers the students’ experiences as well as how unstructured didactic materials influence their performance in solving algebraic problems. The research is presented as a case study using a mixed-method approach, aiming to understand the influence of unstructured didactic materials on the resolution of algebraic problems by 2nd grade students of the 1st Cycle of Basic Education. Data collection was carried out through observation tables and students’ response sheets. Considering the data analysis, it is understood that the use of unstructured didactic materials represents a valuable and effective resource for solving algebraic problems, fostering students’ motivation and performance. The obtained data highlight the importance of integrating unstructured didactic materials into pedagogical practices in order to promote meaningful learning for students.
The present report of supervised teaching practice was prepared for the Master’s Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education at the School of Education and Social Sciences of the Polytechnic Institute of Leiria. The main objectives of this report are to address the journey experienced throughout the four pedagogical practices and to present an investigative study on the influence of unstructured didactic materials in solving algebraic problems. The reflexive dimension is based on the path followed over the past two years. At the same time, it includes the most significant and meaningful moments experienced during the pedagogical practices. In this sense, this dimension contains the characterization of the educational contexts, the pedagogical and personal challenges, the perceptions and fears, and the learning achieved, reported in a critical and well-founded manner. Thus, it reflects all the emotions, feelings, and moments experienced throughout these four pedagogical practices, which contributed to both personal and professional growth. The investigative dimension also considers the students’ experiences as well as how unstructured didactic materials influence their performance in solving algebraic problems. The research is presented as a case study using a mixed-method approach, aiming to understand the influence of unstructured didactic materials on the resolution of algebraic problems by 2nd grade students of the 1st Cycle of Basic Education. Data collection was carried out through observation tables and students’ response sheets. Considering the data analysis, it is understood that the use of unstructured didactic materials represents a valuable and effective resource for solving algebraic problems, fostering students’ motivation and performance. The obtained data highlight the importance of integrating unstructured didactic materials into pedagogical practices in order to promote meaningful learning for students.
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Álgebra Materiais Didáticos Não Estruturados Resolução de Problemas Unstructured Didactic Materials Problem Solving