Navegando por Autor "PONTE, João Pedro da"

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    Operações com números racionais: que(in)compreensões revelam os alunos?
    (2022) GRAÇA, Sofia Isabel; PONTE, João Pedro da; GUERREIRO, António
    Este estudo qualitativo e interpretativo pretende conhecer que compreensões revelam os alunos do 5.º ano nas operações com números racionais antes e depois de uma experiência de ensino enfatizando o uso de modelos.Os dados foram recolhidos através de doistestes e quatro entrevistas semiestruturadas individuais. Os resultados mostram que, antes da realização da experiência de ensino, o conhecimento dos alunos das operações de adição e subtração restringiam-se à aplicação de regras. Após a experiência de ensino, os alunos demonstraram compreender a base concetual destas operações. Na multiplicação e divisão de frações, que envolvem uma compreensão concetual mais complexa, demonstraram importantes ideias associadas ao sentido de número racional e sentido de operação. O uso de modelos parece ter contribuído para a compreensão concetual das operações pelos alunos
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    Professores e formadores investigam a sua própria pratica: o papel da colaboração
    (2003) PONTE, João Pedro da; SERRAZINA, Lurdes
    This paper analyses the journey undertook by a group of teachers, mathematics educators, and teacher educators that for about two years carried out a collaborative work. The group, at first, regarded itself as a study group, focused in the theme of “teacher as researcher”, gaving increasing attention to the objects to investigate – professional practices. In a second phase, the group decided to elaborate a collective book about this topic. The paper pays special attention to what participants learned in this process, the difficulties that they felt, and the role that collaborative work played. It concludes that the dynamics of a group such as this evolves along the time, as well as its objectives and working methods. It also indicates that it is important a collective leadership that integrates the contributions of all members and carefully prepares the fundamental decisions regarding the life of the group. It reports that a trusting environment and good personal interrelations need to be constructed and constantly revitalized through communication, dialogue, mutual comprehension and care. Finally, it stresses that taking advantage the individual capacities in favour of group work and of the group potential to the development of their members constitutes a decisive element in a joint collaborative work.
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    Tarefas de investigação e novas tecnologias no ensino da proporcionalidade
    (2008) SILVESTRE, Ana Isabel; PONTE, João Pedro da
    This study analyzes how the learning of direct proportionality is developed in 6th grade students (11-12 years old), in the framework of a teaching unit that emphasizes research activities and problem solving in contextualized situations. and resort to the use of the spreadsheet. Its objective is to know: (a) whether students distinguish situations of direct proportionality from situations where such a relationship does not exist, (b) which representation systems they use and (c) what type of strategies they use in solving tasks involving proportionality . The study was developed in a 2nd cycle class in which the first author taught for two years, constituting an investigation into her professional practice. A qualitative research methodology based on case studies was followed. The teaching unit was developed in 10 lessons (90 minutes) and is based on a set of tasks inspired by the book Uma Aventura no Palácio da Pena. Data collection involved the preparation of a class diary, obtaining copies of the products written by the students, as well as interviews carried out individually with three students, who constituted the main source of data. The results show that, in general, students distinguish situations in which there is a proportional relationship from those in which such a relationship does not exist, and are capable of mobilizing the knowledge acquired during the course of the teaching unit. The identification of regularities within and between quantities is the strategy used to verify the existence of direct proportionality. This procedure is linked to investigative and exploratory tasks and the use of the spreadsheet. Students reveal a preference for tables to represent the data, with a view not only to organizing them but also to interpreting the problems. In problem solving, given the recognition of regularities between and within quantities, students develop their own multiplicative strategies, both of a scalar nature (equivalence between ratios or scalar factor) and functional (unit ratio).