Publicação
Classe de Mathématiques, réalité et communication
| Resumo: | This study focuses on an inquiry-based teaching experience in mathematics, with 5th grade students in which we have established a strong connection with reality and intensified student’s ability to communicate, while promoting problem solving and mathematical reasoning. Mathematics lessons are organized into four phases: (i) Launching the task for students; (ii) Development of the task; (iii) Discussion of the task; and (iv) Systematization of mathematical learning. To prepare task discussion, the teacher implements a “gallery of tasks” through which students have their first contact with their colleague’s resolutions: they can ask questions and make comments in the presented sheets. This article presents the results of a lesson on percentages, in which students worked on the task entitled “Discount at Bit- @ - Byte”. The analysis of this task and the results of similar tasks of reality made throughout the school year shows that the inquiry-based teaching allows improvements in mathematics, namely learning concepts and capabilities such as reasoning, communication and problem solving. |
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| Autores principais: | Menezes, Luís |
| Outros Autores: | Delplancq, Véronique; Castanheira, Graça |
| Assunto: | Classe de mathématiques communication Réalité |
| Ano: | 2014 |
| País: | Portugal |
| Tipo de documento: | documento de conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Viseu |
| Idioma: | francês |
| Origem: | Repositório Científico do Instituto Politécnico de Viseu |
| Resumo: | This study focuses on an inquiry-based teaching experience in mathematics, with 5th grade students in which we have established a strong connection with reality and intensified student’s ability to communicate, while promoting problem solving and mathematical reasoning. Mathematics lessons are organized into four phases: (i) Launching the task for students; (ii) Development of the task; (iii) Discussion of the task; and (iv) Systematization of mathematical learning. To prepare task discussion, the teacher implements a “gallery of tasks” through which students have their first contact with their colleague’s resolutions: they can ask questions and make comments in the presented sheets. This article presents the results of a lesson on percentages, in which students worked on the task entitled “Discount at Bit- @ - Byte”. The analysis of this task and the results of similar tasks of reality made throughout the school year shows that the inquiry-based teaching allows improvements in mathematics, namely learning concepts and capabilities such as reasoning, communication and problem solving. |
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