Resolução de problemas de matemática com tecnologia: inspirando alunos durante a pandemia através do clube tecn@mat
Tipo de documento
Autores
Lista de autores
Jacinto, H.
Resumen
A pandemia Covid-19 instituiu a necessidade de cumprir distanciamento social que levou ao encerramento de atividades extracurriculares que envolvem colaboração e trabalho em equipa. Nesta comunicação analisa-se um programa extraescolar online que promove resolução de problemas de matemática com tecnologias, o Clube Tecn@ Mat. A partir de uma discussão teórica sobre a utilização de tecnologias digitais para resolver problemas, reporta-se um estudo de caso exploratório que visou caracterizar o design e a implementação do Clube, bem como documentar as experiências dos participantes em termos da sua capacidade de resolver problemas e expressar as suas soluções com tecnologia. Observou-se uma redução no uso de papel-e-lápis à medida que os participantes aprenderam sobre as potencialidades das tecnologias digitais para desenvolver abordagens aos problemas e para descrever os processos e os raciocínios com precisão.
Fecha
2022
Tipo de fecha
Estado publicación
Términos clave
Estrategias de solución | Otra (teorías) | Reflexión sobre la enseñanza | Software | Tipos de metodología | Virtual
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Editores (actas)
Blanco, Teresa F. | Cañadas, María C. | González-Calero, José Antonio | Núñez-García, Cristina
Lista de editores (actas)
Blanco, Teresa F., Núñez-García, Cristina, Cañadas, María C. y González-Calero, José Antonio
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
49-64
ISBN (actas)
Referencias
Aldon, G., Cusi, A., Schacht, F. e Swidan, O. (2021). Teaching mathematics in a context of lockdown: A study focused on teachers’ praxeologies. Education Sciences, 11(2), 38. http://dx.doi. org/10.3390/educsci11020038 Barron, B., Martin, C. e Roberts, E. (2007). Sparking self-sustained learning: report on a design experiment to build technological fluency and bridge divides. International Journal of Technology and Design Education, 17(1), 75-105. Borba, M. e Villarreal, M. (2005). Humans-with-media and the reorganization of mathematical thinking. Springer. Carreira, S., Amado, N., Ferreira, R., Jacinto, H., Nobre, S. e Amaral, N. (2013). O Projeto Problem@ Web: perspetivas de investigação em resolução de problemas. Em J. A. Fernandes, M. H Martinho, J. Tinoco e F. Viseu (Orgs.), Atas do XXIV Seminário de Investigação em Educação Matemática, (pp. 51-71). Centro de Investigação em Educação da Universidade do Minho. Carreira, S., Amado, N. e Jacinto, H. (2020). Venues for analytical reasoning problems: How children produce deductive reasoning. Education Sciences, 10, 169. Carreira, S. e Jacinto, H. (2019). A model of mathematical problem solving with technology: the case of Marco solving-and-expressing. Em P. Liljedahl e M. Santos Trigo (Eds.), Mathematical Problem solving, (pp. 41-62). Springer. https://doi.org/10.1007/978-3-030-10472-6_3 Carreira, S., Jones, K., Amado, N., Jacinto, H. e Nobre, S. (2016). Youngsters solving mathematics problems with technology. Springer. https://doi.org/10.1007/978-3-319-24910-0 Chan, M. C. E. e Clarke, D. (2017). Structured affordances in the use of open-ended tasks to facilitate collaborative problem solving. ZDM Mathematics Education, 49, 951–963. Drijvers, P., Thurm, D., Vandervieren, E., Klinger, M., Moons, F., van der Ree, H., Mol, A., Barzel, B. e Doorman, M. (2021). Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown. Educational Studies in Mathematics, 108, 35-64. https://doi. org/10.1007/s10649-021-10094-5 Durbin, J. M. (2020). An examination of effects of student math extracurricular participation on math self-efficacy and proficiency. Journal of Higher Education Theory and Practice, 20(9), 121-126. https://doi.org/10.33423/jhetp.v20i9.3643 Geiger, V. (2005). Master, servant, partner and extension of self: a finer grained view of this taxonomy. Em P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce e A. Roche (Eds.), Building connections: Theory, research and practice. MERGA. Hoyles, C., Noss, R., Kent, P. e Bakker. A. (2010). Improving mathematics at work: The need for techno-mathematical literacies. Routledge. Jacinto, H. (2017). A atividade de resolução de problemas de matemática com tecnologias e a fluência tecno-matemática de jovens do século XXI. Unpublished doctoral thesis. Universidade de Lisboa, Lisboa, Portugal. Jacinto, H. e Carreira, S. (2017a). Mathematical problem solving with technology: The techno-mathematical fluency of a student-with-GeoGebra. International Journal of Science and Mathematics Education, 15(6), 1115–1136. https://doi.org/10.1007/s10763-016-9728-8. Jacinto, H. e Carreira, S. (2017b). Different ways of using GeoGebra in mathematical problem-solving beyond the classroom: Evidences of techno-mathematical Fluency. Bolema, 31(57), 266-288. https://doi.org/10.1590/1980-4415v31n57a13 Jacinto, H. e Carreira, S. (2021). Digital tools and paper-and-pencil in solving-and-expressing: How technology expands a student’s conceptual model of a covariation problem. Journal on Mathematics Education, 12(1), 113-132. http://doi.org/10.22342/jme.12.1.12940.113-132 Jacinto, H., Carreira, S. e Mariotti, M. A. (2016). Mathematical problem solving with technology beyond the classroom: The use of unconventional tools and methods. Em C. Csíkos, A. Rausch e J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (pp. 27-34). PME. Kalogeropoulos, P., Roche, A., Russo, J., Vats, S. e Russo, T. (2021). Learning mathematics from home during COVID-19: Insights from two inquiry-focussed primary schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), 1957. https://doi.org/10.29333/ejmste/10830 Lesh, R. e Doerr, H. (2003). Foundations of a models and modeling perspective on mathematics teaching, learning, and problem solving. Em R. Lesh e H. Doerr (Eds.), Beyond constructivism: models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 3-33). Erlbaum Associates. Lesh, R. e Harel, G. (2003). Problem solving, modeling, and local conceptual development. Mathematical Thinking and Learning, 5(2-3), 157-189. https://doi.org/10.1080/10986065.2003.9679998 Lesh, R. e Zawojewski, J. (2007). Problem solving and modeling. Em F. Lester (Ed.), Second handbook of research on mathematics teaching and learning, (pp. 763-804). Information Age Publishing and NCTM. Papanastasiou, E. C. e Bottiger, L. (2004). Math clubs and their potentials: Making mathematics fun and exciting. A case study of a math club. International Journal of Mathematical Education in Science and Technology, 35(2), 159-171. https://doi.org/10.1080/00207390310001638395. Papert, S. e Resnick, M. (1995). Technological fluency and the representation of knowledge. [Proposal to the National Science Foundation]. MIT Media Laboratory. Saadati, F. e Felmer, P. (2021). Assessing impact of a teacher professional development program on student problem-solving performance. ZDM Mathematics Education, 53, 799-816. https://doi.org/10.1007/s11858-020-01214-1 Schoenfeld, A. (1985). Mathematical problem solving. Academic Press. Schweinle, A., Berg, P. J. e Sorenson, A. R. (2013). Preadolescent perceptions of challenging and difficult course activities and their motivational distinctions. Educational Psychologist, 33(7), 797-816. https://doi.org/10.1080/01443410.2013.785049 Sinclair, N. (2020). On teaching and learning mathematics–technologies. Em Y. Kolikant, D. Martinovic e M. Milner-Bolotin (Eds.), STEM Teachers and Teaching in the Digital Era (pp. 91-107). Springer. Stahl, G. (2009) (Ed.). Studying virtual math teams. Springer. Stake, R. E. (1995). The art of case study research. Sage. Stott, D., Baart, N. e Graven, M. (2019). Partnering with districts to expand an after-school maths club programme. Africa Education Review, 16(6), 183-200. https://doi.org/10.1080/18146627.2018.146 4690 Turner, J. e Meyer, D. (2004). A classroom perspective on the principle of moderate challenge in mathematics. Journal of Educational Research, 97(6), 311-318. http://dx.doi.org/10.3200/JOER.97.6.311- 318 Yao, X. e Manouchehri, A. (2019). Middle school students’ generalizations about properties of geometric transformations in a dynamic geometry environment. The Journal of Mathematical Behavior, 55, 1-19. https://doi.org/10.1016/j.jmathb.2019.04.002
Proyectos
Cantidad de páginas
16