Abstract(s)
Com este relatório, pretendo refletir de uma forma crítica sobre o meu percurso profissional durante dezasseis anos em que lecionei por diferentes escolas inseridas em contextos económico-sociais diversos, por isso a minha prática letiva implicou uma atenção constante às dificuldades diagnosticadas e à possibilidade de construção de alternativas pedagógicas que potenciassem a mudança e a melhoria do meu trabalho como docente com o objetivo de assegurar a aprendizagem matemática dos meus alunos.
É reconhecido que a matemática é essencial para entender a realidade que nos rodeia, pois está presente em todos os domínios do saber necessários ao desenvolvimento integral da pessoa humana. A matemática ensina-nos a pensar, a refletir e ajuda-nos a responder aos diversos problemas com os quais somos confrontados na nossa era contemporânea. Sem o domínio dos saberes matemáticos é impossível adquirir conceitos, técnicas e algoritmos que nos permitam a resolução de problemas. O bom aluno de matemática é capaz de levantar questões e procurar respostas assentes em diferentes perspetivas sobre a realidade e encontrar nas regras da matemática a mais graciosa simplicidade.
Os conteúdos matemáticos estão encadeados e são cumulativos, ou seja, é necessário que o aluno progrida dos conceitos elementares para os mais complexos e simultaneamente possa executar as regras e as técnicas abstratas que aprendeu de forma a aplicá-las em situações concretas de um modo criativo.
Apesar da evolução no ensino da matemática, continuam a persistir as dificuldades inerentes à sua aprendizagem na medida em que alguns alunos abordam a disciplina e as suas regras e técnicas de modo inflexível, no entanto, o esforço das instituições pelo ensino e divulgação da matemática permitiu desmistificar essa visão e, em conjunto com o Ministério da Educação e os seus profissionais, sobretudo os professores da disciplina, conseguiu-se motivar e desenvolver uma cultura do exercício lógico matemático. Neste sentido, considero que o sucesso dos alunos na matemática depende das minhas capacidades pedagógicas e científicas, mas também do gosto da aprendizagem por parte dos alunos e da sociedade em geral. A minha experiência como professora de matemática levou-me a fazer uma reflexão sobre como motivar os alunos para a aprendizagem matemática; como ter, na sala de aula, alunos disciplinados; como promover a autorregulação da aprendizagem dos alunos na aula de matemática e como envolver os pais na aprendizagem dos seus filhos.
Este trabalho permitiu-me fazer uma reavaliação das minhas práticas pedagógicas levando-me a concluir que ser uma professora eficaz para atingir novos horizontes é necessário percorrer um caminho em direção ao futuro, tendo em conta que é fundamental conhecer o aluno como um todo, dar feedback aos alunos das atividades realizadas, fornecer aos alunos atividades desafiantes e alcançáveis e construir uma relação de afetividade.
With this report, I intend to reflect in a critical way about my professional career of sixteen years. I taught in many different schools with different social-economic situations, so my teaching practices always implicated a special attention to the identified difficulties of each school, creating room for improvement possibilities in various pedagogic methods that could potentially help change or improve my work as a teacher as my goal was to help assure my students a learning maths experience. It is recognized that mathematics is essential because it helps us understand our reality. It is present in all of our human knowledge domains that are necessary for the integrated development of a human person. Mathematics teaches us to think, to reflect and it helps us answer numerous problems in which we are confronted everyday in our contemporary time. Without the understanding of mathematic knowledge it is impossible to acquire concepts, techniques and algorithms that allow us to resolve problems. A good maths student is capable of producing questions and finding answers based on different perspectives of reality and finding within the mathematic rules a graceful simplicity. Mathematic contents are all connected and are all accumulative, in other words, it is necessary that students develop from the elementary concepts to the more complex concepts and simultaneously develop the capability of executing the rules and the abstract techniques that were taught so that students can apply them in concrete situations in a creative form. Despite the development of maths teaching, there are still persistent difficulties in learning maths where some students address the subject, its rules and techniques in an inflexible state. However, schools making an effort for students to learn and the divulgation of the subject have allowed demystify some of this inflexible vision. In collaboration between the ministry department of education and mathematic teachers, we were able to motivate and develop a culture of using the logic of maths. In this regard, I consider that the success of students in maths depend not only on my pedagogic and scientific skills, but also on students gratification in learning and society in general. My experience as a maths teacher made me think about how to motivate students in order for them to learn maths; how to have discipline students in the classroom; how to promote self-regulation in maths students learning methods and how to involve students’ parents in this learning process. This assignment allowed me to re-evaluation my pedagogic practices, which led me to conclude that to be an effective teacher, to reach new prospects, it is necessary to follow a path in direction to the future, but taking into account that it is also fundamental to know our students as a whole, we should give feedback to our students after activities, provide them challenging and achievable activities and build a relationship of affectivity.
With this report, I intend to reflect in a critical way about my professional career of sixteen years. I taught in many different schools with different social-economic situations, so my teaching practices always implicated a special attention to the identified difficulties of each school, creating room for improvement possibilities in various pedagogic methods that could potentially help change or improve my work as a teacher as my goal was to help assure my students a learning maths experience. It is recognized that mathematics is essential because it helps us understand our reality. It is present in all of our human knowledge domains that are necessary for the integrated development of a human person. Mathematics teaches us to think, to reflect and it helps us answer numerous problems in which we are confronted everyday in our contemporary time. Without the understanding of mathematic knowledge it is impossible to acquire concepts, techniques and algorithms that allow us to resolve problems. A good maths student is capable of producing questions and finding answers based on different perspectives of reality and finding within the mathematic rules a graceful simplicity. Mathematic contents are all connected and are all accumulative, in other words, it is necessary that students develop from the elementary concepts to the more complex concepts and simultaneously develop the capability of executing the rules and the abstract techniques that were taught so that students can apply them in concrete situations in a creative form. Despite the development of maths teaching, there are still persistent difficulties in learning maths where some students address the subject, its rules and techniques in an inflexible state. However, schools making an effort for students to learn and the divulgation of the subject have allowed demystify some of this inflexible vision. In collaboration between the ministry department of education and mathematic teachers, we were able to motivate and develop a culture of using the logic of maths. In this regard, I consider that the success of students in maths depend not only on my pedagogic and scientific skills, but also on students gratification in learning and society in general. My experience as a maths teacher made me think about how to motivate students in order for them to learn maths; how to have discipline students in the classroom; how to promote self-regulation in maths students learning methods and how to involve students’ parents in this learning process. This assignment allowed me to re-evaluation my pedagogic practices, which led me to conclude that to be an effective teacher, to reach new prospects, it is necessary to follow a path in direction to the future, but taking into account that it is also fundamental to know our students as a whole, we should give feedback to our students after activities, provide them challenging and achievable activities and build a relationship of affectivity.
Description
Keywords
Ensino da matemática Motivação Disciplina Autorregulação da aprendizagem Envolvimento parental Teaching mathematics Motivation Discipline Learning self-regulation Parents’ involvement