Navegando por Autor "SILVESTRE, Ana Isabel"

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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).