Advisor(s)
Abstract(s)
Perante os resultados do PISA de 2003, relativamente à literacia matemática, a OCDE considerou ser urgente assumir a necessidade da utilização de metodologias que promovam os processos cognitivos de nível mais elevado, como a reflexão e o pensamento crítico, associados à resolução de problemas.
Comprovando as dificuldades manifestadas pelos alunos portugueses em 2003, os alunos do 5º ano da escola da autora obtiveram resultados pouco satisfatórios na capacidade transversal de resolução de problemas na Prova de Aferição Interna aplicada no final do ano lectivo 2009/2010.
Sendo o pensamento crítico e a resolução de problemas duas capacidades que se encontram relacionadas na literatura em geral e no NPMEB, em particular, surgiu a necessidade de compreender a relação entre estas duas capacidades, para, posteriormente, direccionar o ensino da Matemática na perspectiva de potenciar o sucesso dos alunos.
Foi utilizada uma metodologia quantitativa de índole correlacional, uma vez que se pretendia averiguar a relação entre o nível de pensamento crítico e a capacidade de resolução de problemas e entre estas duas variáveis e a idade e o género dos alunos.
Para a recolha de informações, que permitiu caracterizar a amostra e medir o nível de pensamento crítico, no ano lectivo 2010/2011, foi aplicado a todos os alunos do 6.º ano da escola da autora o Teste de Pensamento Crítico de Cornell (Nível X). Quanto à capacidade de Resolução de Problemas, foram utilizados os resultados do Canguru Matemático sem Fronteiras 2011, no qual participaram os alunos do 6.º ano.
Observou-se a existência de uma correlação significativa entre o género e resolução de problemas, mostrando que os rapazes são melhores resolvedores de problemas, sendo os mais velhos (12 a 15 anos) que têm maior representatividade nos resultados mais altos da capacidade de resolução de problemas. Apesar de não se ter registado correlação entre o pensamento crítico e o género, são as raparigas mais novas (11 anos) que têm uma maior representatividade nos valores mais altos da capacidade de pensamento crítico. Observou-se ainda que o nível de pensamento crítico dos alunos é preditor da capacidade de resolução de problemas explicando a sua variação em cerca de 13%.
Sendo o NPMEB um documento orientador adequado ao desenvolvimento de capacidades de pensamento crítico e de resolução de problemas, os professores precisam de aprender a tirar partido das orientações metodológicas, para puderem ensinar os alunos a resolver problemas de forma crítica.
Given the results of PISA 2003 for mathematics literacy, the OECD considered the urgent need to assume the use of methodologies that promote the cognitive processes of higher level, such as reflection and critical thinking associated with problem-solving. Confirming the difficulties raised by Portuguese students in 2003, students in the 5th year of the author‟s school had unsatisfactory results in the transverse ability to solve problems in the Internal Benchmarking Proof applied at the end of the academic year 2009/2010. Being critical thinking and problem solving, two skills that are related in general literature and in NPMEB, in particular, has emerged the need to understand the relationship between these two capabilities, to direct the teaching of mathematics in perspective of enhancing student success. We used a quantitative methodology of correlational nature, since it was intended to ascertain the relationship between the level of critical thinking and problem-solving ability, and between these two variables and age and gender of students. To collect information, which allowed characterizing the sample and measure the level of critical thinking in the academic year 2010/2011, was applied the Cornell Critical Thinking Test - Level X to all 6th grade students of the author‟s school. For their ability to Problem Solving, were used the results of the International Mathematical Kangaroo 2011 which was attended by the students of 6th grade. It was observed that there is a significant correlation between gender and problem solving, showing that boys are better problem solvers, and the older (12 to 15 years) have greater representation on the results of higher capability of problem-solving. Although there has been no correlation between critical thinking and gender, the young girls (11 years) have a greater representation in higher levels of critical thinking skills. It was also observed that the level of critical thinking is a predictor of students' ability to solve problems in explaining the variation about 13%. Since NPMEB is a suitable guiding document for development of critical thinking and problem solving skills, teachers need to learn to take advantage of methodological guidelines so they can teach students to solve problems critically.
Given the results of PISA 2003 for mathematics literacy, the OECD considered the urgent need to assume the use of methodologies that promote the cognitive processes of higher level, such as reflection and critical thinking associated with problem-solving. Confirming the difficulties raised by Portuguese students in 2003, students in the 5th year of the author‟s school had unsatisfactory results in the transverse ability to solve problems in the Internal Benchmarking Proof applied at the end of the academic year 2009/2010. Being critical thinking and problem solving, two skills that are related in general literature and in NPMEB, in particular, has emerged the need to understand the relationship between these two capabilities, to direct the teaching of mathematics in perspective of enhancing student success. We used a quantitative methodology of correlational nature, since it was intended to ascertain the relationship between the level of critical thinking and problem-solving ability, and between these two variables and age and gender of students. To collect information, which allowed characterizing the sample and measure the level of critical thinking in the academic year 2010/2011, was applied the Cornell Critical Thinking Test - Level X to all 6th grade students of the author‟s school. For their ability to Problem Solving, were used the results of the International Mathematical Kangaroo 2011 which was attended by the students of 6th grade. It was observed that there is a significant correlation between gender and problem solving, showing that boys are better problem solvers, and the older (12 to 15 years) have greater representation on the results of higher capability of problem-solving. Although there has been no correlation between critical thinking and gender, the young girls (11 years) have a greater representation in higher levels of critical thinking skills. It was also observed that the level of critical thinking is a predictor of students' ability to solve problems in explaining the variation about 13%. Since NPMEB is a suitable guiding document for development of critical thinking and problem solving skills, teachers need to learn to take advantage of methodological guidelines so they can teach students to solve problems critically.
Description
Keywords
Desenvolvimento cognitivo Pensamento crítico Resolução de problemas Cognitive development Critical thinking Problem-solving