Advisor(s)
Abstract(s)
Este estudo teve por objetivo conceber, implementar e avaliar um sistema de apoio
on-line, através da utilização de várias ferramentas tecnológicas, para que os alunos de
matemática conseguissem esclarecer as suas dúvidas, de uma forma interativa e flexível
no tempo e no espaço.
Num momento em que há uma aposta concreta nas Tecnologias da Informação no
Sistema Educativo, elas podem ser uma preciosa ajuda no apoio aos alunos, com o objetivo
de responder às dificuldades na aprendizagem da Matemática.
Já em 1994, o “National Council of Teachers of Mathematics” delineou normas para
o ensino da matemática que referem “que é função do professor incutir e ajudar os alunos
a aprenderem a utilizar o computador e outras tecnologias relacionadas como ferramentas
de trabalho para a comunicação matemática”. Também Campos (1994) refere que “os alunos
se sentem curiosos em relação aos computadores podendo os professores tirar partido
dessa situação, criando ambientes apropriados, com a introdução de atividades e experiências
que motivem os alunos”. Neste sentido, os professores de Matemática têm vindo a
utilizar, embora de forma gradual, os computadores e os diversos tipos de software desenvolvido
para a disciplina.
Usando uma metodologia de investigação-ação, foi concebido, implementado e
avaliado um sistema para proporcionar aos alunos um novo canal de comunicação para
esclarecerem as suas dúvidas de matemática, facilitando um diálogo mais proficiente com
os professores e a partilha com os colegas. Envolveu 97 alunos, 69 do ensino secundário e
28 do ensino básico, para estudar dimensões e fatores que tornam útil, ou se constituem
em barreira, para o uso das tecnologias como complemento à sala de aula e apoio ao
estudo da matemática. A investigação teve a duração de cerca de seis meses e, sendo
circunscrito a um caso prático concreto não deixa de evidenciar que por um lado, as boas
classificações dos alunos na disciplina de matemática, a linguagem simbólica que lhe está
associada, o recurso a explicações fora da escola e o facto dos professores se sentirem
pouco confortáveis com as tecnologias, funcionaram como fatores limitadores da adesão e,
por outro, a impossibilidade de deslocação à escola associada à motivação e gosto pela
utilização das tecnologias como causas principais para a utilização do novo sistema. Tratando-
se de um estudo experimental e não generalizável, os principais resultados parecem
apontar ainda para que as barreiras que circunscrevem os estudantes ao seu tradicional
ambiente de conforto no ensino e aprendizagem se sobrepõem a novas experiências
mediadas por tecnologia. A investigação realizada evidencia a importância do papel do
docente como catalisador na adesão ao novo meio de suporte.
Palavras-chave: Apoio mediado ao ensino da matemática, ambientes de aprendizagem online
The aim of this study was to conceive, implement and evaluate an on-line support system, through the usage of various technological tools, so that students of mathematics can clarify their doubts, in an interactive and flexible way in time and space. In a moment where there is a strong investment in Information Technologies (IT) in the Educational System, those tools can be a precious aid to support the students on resolving the difficulties of learning mathematics. In 1994, the “National Council of Teachers of Mathematics” defined norms for mathematics teaching that refer “it is the role of the teacher to instil interest and help students to learn how to use the computer and other related technologies as working tools for communication in mathematics”. Campos (1994) also refers that “students feel curious about computers and so teachers should leverage that situation creating appropriate environments by introducing activities and experiences to motivate students”. Hence, teachers of mathematics started using, even if gradually, computers and different types of software developed for this subject. Using a research-action methology, a new system was conceived, implemented and evaluated. The system provides the students with a new communication channel to clarify their doubts in mathematics facilitating a more effective dialogue with the teacher and sharing with other colleagues. It involved 97 students, 69 from secondary education and 28 from basic education, to study dimensions and factors that make useful, or inhibit, the usage of technologies as a complement to classroom and to the support on the study of mathematics. The research had the duration of about six months and, although circumscribed to one practical concrete case, it allows us to conclude the next pros and cons of this approach. On one hand, the limiting factors to adhesion were the good classifications of the students in the subject of mathematics, the symbolic language that it is associated with, the resort to explanations outside school and the fact that the teachers feel little comfortable with technologies. On the other hand, the main causes for the utilization of the new system were the impossibility to go to school associated with motivation and the strong interest for using technologies. Since this was an experimental and not a generalizable study, the main results still seem to indicate that the barriers that circumscribe students to their traditional comfort environment in teaching and learning overtake the new experiences mediated by technology. Our research emphasises the importance of the teachers’ role as a catalyst for the adhesion to the new support medium. Keywords: Mediated support to Mathematics teaching, on-line learning environment
The aim of this study was to conceive, implement and evaluate an on-line support system, through the usage of various technological tools, so that students of mathematics can clarify their doubts, in an interactive and flexible way in time and space. In a moment where there is a strong investment in Information Technologies (IT) in the Educational System, those tools can be a precious aid to support the students on resolving the difficulties of learning mathematics. In 1994, the “National Council of Teachers of Mathematics” defined norms for mathematics teaching that refer “it is the role of the teacher to instil interest and help students to learn how to use the computer and other related technologies as working tools for communication in mathematics”. Campos (1994) also refers that “students feel curious about computers and so teachers should leverage that situation creating appropriate environments by introducing activities and experiences to motivate students”. Hence, teachers of mathematics started using, even if gradually, computers and different types of software developed for this subject. Using a research-action methology, a new system was conceived, implemented and evaluated. The system provides the students with a new communication channel to clarify their doubts in mathematics facilitating a more effective dialogue with the teacher and sharing with other colleagues. It involved 97 students, 69 from secondary education and 28 from basic education, to study dimensions and factors that make useful, or inhibit, the usage of technologies as a complement to classroom and to the support on the study of mathematics. The research had the duration of about six months and, although circumscribed to one practical concrete case, it allows us to conclude the next pros and cons of this approach. On one hand, the limiting factors to adhesion were the good classifications of the students in the subject of mathematics, the symbolic language that it is associated with, the resort to explanations outside school and the fact that the teachers feel little comfortable with technologies. On the other hand, the main causes for the utilization of the new system were the impossibility to go to school associated with motivation and the strong interest for using technologies. Since this was an experimental and not a generalizable study, the main results still seem to indicate that the barriers that circumscribe students to their traditional comfort environment in teaching and learning overtake the new experiences mediated by technology. Our research emphasises the importance of the teachers’ role as a catalyst for the adhesion to the new support medium. Keywords: Mediated support to Mathematics teaching, on-line learning environment
Description
Keywords
Apoio mediado ao ensino da matemática Ambientes de aprendizagem online Mediated support to Mathematics teaching On-line learning environment