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Advisor(s)
Abstract(s)
A escrita de contos que envolvam conteúdos matemáticos foi pensada como estratégia metodológica de
ensino e aprendizagem, por se considerar que facilitaria o desenvolvimento de raciocínio sequencial e
estruturado e promoveria a assimilação de conceitos bem como a motivação para a aprendizagem, sendo
estes os objetivos da atividade. Através da construção de histórias, os alunos criaram situações
problemáticas que iam sendo desvendadas e resolvidas necessariamente com recurso à aplicação de
conhecimentos matemáticos. Quando sentiam necessidade pediam auxílio à professora na correção do
que já haviam escrito, na proposta de sugestões de melhoria e na reorientação do rumo do conto. Esta
atividade foi desenvolvida com duas estudantes do 7.º e oito alunos do 8.º anos de escolaridade, no
âmbito da disciplina de matemática e com vinte e seis alunas do 2.º ano da Licenciatura em Educação
Básica, no âmbito das unidades curriculares de Álgebra e Probabilidades e Análise de Dados.
Organizados em grupos de trabalho ou individualmente, os alunos empenharam-se ao longo de quatro
meses na produção de um conto. Não tendo sido escritos em simultâneo, a atividade decorreu entre o
ano letivo 2014/2015 e 2016/2017. Posteriormente, tendo por base cada conto, a professora construiu
fichas de trabalho a serem aplicadas em sala de aula, que pretendem contribuir para o reforço de
conhecimento adquirido ou para apresentar aos alunos novos conceitos.
The writing of stories that involve mathematical contents was thought as a methodological strategy of teaching and learning, considering that it would facilitate the development of sequential and structured reasoning and promote the assimilation of concepts as well as the motivation for learning, which are the objectives of the activity. Through the construction of stories, the students created problematic situations that were being unraveled and solved necessarily using the application of mathematical knowledge. When they felt the need, they asked the teacher for help in correcting what they had already written, suggesting suggestions for improvement, and reorienting the direction of the story. This activity was developed with two students from the 7th and 8th grade students in the scope of the Mathematics course and with twenty six students from the 2nd year of the Undergraduate Degree in Basic Education, within the scope of the curricular units of Algebra and Probability and Data Analysis. Organized in working groups or individually, the students spent four months producing a short story. Neither having been written simultaneously, the activity took place between the 2014/2015 and 2016/2017 school years. Later, based on each story, the teacher constructed worksheets to be applied in the classroom, which intention is to contribute to the reinforcement of knowledge acquired or to introduce students to new concepts.
The writing of stories that involve mathematical contents was thought as a methodological strategy of teaching and learning, considering that it would facilitate the development of sequential and structured reasoning and promote the assimilation of concepts as well as the motivation for learning, which are the objectives of the activity. Through the construction of stories, the students created problematic situations that were being unraveled and solved necessarily using the application of mathematical knowledge. When they felt the need, they asked the teacher for help in correcting what they had already written, suggesting suggestions for improvement, and reorienting the direction of the story. This activity was developed with two students from the 7th and 8th grade students in the scope of the Mathematics course and with twenty six students from the 2nd year of the Undergraduate Degree in Basic Education, within the scope of the curricular units of Algebra and Probability and Data Analysis. Organized in working groups or individually, the students spent four months producing a short story. Neither having been written simultaneously, the activity took place between the 2014/2015 and 2016/2017 school years. Later, based on each story, the teacher constructed worksheets to be applied in the classroom, which intention is to contribute to the reinforcement of knowledge acquired or to introduce students to new concepts.
Description
Keywords
Matemática Língua portuguesa Criação de histórias
Citation
Rézio, Ana Sofia Rodrigues (2018). Matemática e alunos criadores de histórias. Adolescência: Revista Júnior de Investigação. ISSN 2182-6277. 5:2, p. 84-99