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Advisor(s)
Abstract(s)
O presente estudo teve como principal objetivo identificar e compreender perceções dos
alunos acerca da metodologia de aprendizagem cooperativa na aula de matemática e
analisar de que forma esta metodologia pode contribuir para o ensino e a aprendizagem
da matemática. A fundamentação teórica incidiu nos conceitos e métodos associados à
aprendizagem cooperativa. Privilegiou-se uma abordagem de natureza qualitativa do
tipo descritiva e interpretativa. Os participantes no estudo foram vinte e um alunos do
10.º ano do ensino secundário. A recolha de dados recorreu a grelhas de observação do
professor, a diários dos alunos e de aulas, a testes e a um questionário final. A análise da
informação consistiu na categorização tendo por base as técnicas de recolha de dados e
o enquadramento teórico na sua globalidade. Os aspetos que os alunos mais gostaram
durante a realização da atividade cooperativa foram a partilha de conhecimentos, a
aprendizagem de novas técnicas de trabalhar em grupo, a realização das tarefas, o
respeito pela opinião dos outros e o estar em grupo com os colegas. A maioria dos
alunos reconheceu mais vantagens no ensino e na aprendizagem da matemática
utilizando a metodologia da aprendizagem cooperativa. A controvérsia académica e o
Jigsaw I foram os métodos que os alunos mais gostaram, tendo desenvolvido mais
atitudes positivas do que em outros métodos. Após a abordagem dos tópicos
matemáticos em estudo verificou-se um desenvolvimento do conhecimento matemático
por parte dos alunos traduzido na melhoria global dos resultados. Os métodos de
aprendizagem cooperativa contribuíram, assim, para o desenvolvimento das
competências atitudinais previstas e para a aquisição e melhoria dos conhecimentos
matemáticos, elevando os níveis de desempenho dos participantes no estudo.
The present study had as the main goal identifying and understanding students’ perceptions about cooperative learning methodology in mathematic class; and to analyze in which way the cooperative learning methodology could contribute to the teaching and learning of mathematic. The theoretical fundaments focused on the concepts and cooperative learning methods. An approach of qualitative and quantitative nature of the descriptive and interpretative type was preferred. The participants in the study were 21 students from the 10th grade of High School education. For the development of the present study, it was defined to use teacher’s grid observation, student’s daily, daily lesson, a pre-test and the final questionnaire. The information analysis constituted the categorization based on the technique of data collection and theoretical integration in its entirety. The aspects that students liked best during the implementation of the cooperative activity are the sharing of knowledge, learning new techniques of working in group carrying out tasks, respect the others’ opinion e being in group with colleagues. Most of the students affirmed that there are more advantages in the teaching and learning of mathematic by using cooperative learning methodology. The cooperative learning methodologies (academic controversial and Jigsaw I) were what students liked best and the one that more positive attitudes were developed comparing to other methods. After the application of the cooperative learning methods in the mathematic class, there was a development of mathematic knowledge from the students that means a global improvement of the achievements. The cooperative learning methods developed in the mathematic class contributed to the development of the expected attitudinal competences, and for the acquisition and improvement of the mathematic knowledge, by increasing the cognitive level of the participants in study.
The present study had as the main goal identifying and understanding students’ perceptions about cooperative learning methodology in mathematic class; and to analyze in which way the cooperative learning methodology could contribute to the teaching and learning of mathematic. The theoretical fundaments focused on the concepts and cooperative learning methods. An approach of qualitative and quantitative nature of the descriptive and interpretative type was preferred. The participants in the study were 21 students from the 10th grade of High School education. For the development of the present study, it was defined to use teacher’s grid observation, student’s daily, daily lesson, a pre-test and the final questionnaire. The information analysis constituted the categorization based on the technique of data collection and theoretical integration in its entirety. The aspects that students liked best during the implementation of the cooperative activity are the sharing of knowledge, learning new techniques of working in group carrying out tasks, respect the others’ opinion e being in group with colleagues. Most of the students affirmed that there are more advantages in the teaching and learning of mathematic by using cooperative learning methodology. The cooperative learning methodologies (academic controversial and Jigsaw I) were what students liked best and the one that more positive attitudes were developed comparing to other methods. After the application of the cooperative learning methods in the mathematic class, there was a development of mathematic knowledge from the students that means a global improvement of the achievements. The cooperative learning methods developed in the mathematic class contributed to the development of the expected attitudinal competences, and for the acquisition and improvement of the mathematic knowledge, by increasing the cognitive level of the participants in study.
Description
Keywords
Aprendizagem cooperativa Métodos de aprendizagem cooperativa Aprendizagem da estatística