Publicação
The way we work: Contributions of collaborative work to mathematics learning
| Resumo: | Negative social representations about mathematics and poor performances in national exams are common for many Portuguese students. Finding ways to promote students’ mathematical knowledge appropriation is a priority. The nature of the tasks, the working instructions, a robust didactic contract, and the social interactions in the classroom play an important role in students’ performances. This work is from the Interaction and Knowledge project whose main goal was studying/promoting collaborative work to improve students’ academic achievement and create more inclusive learning scenarios. It lasted 12 years and included 69 mathematics teachers/researches. Students worked in dyads or groups. We address the mathematical tasks used to introduce two chapters and how they facilitate students’ knowledge appropriation, also helping to foster the didactic contract. We focus in a 9th grade class. The participants were these students, the teacher/researcher and other observers. Data collecting instruments were: observation, questionnaires, a task inspired in projective techniques, an instrument to evaluate students’ abilities and competencies, and students’ protocols. The results illuminate that the chosen tasks facilitated students’ engagement in mathematical activities, finding solving strategies while working collaboratively. Students improved their positive academic self-esteem, an essential step to become legitimate participants. |
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| Autores principais: | Borges, Inês |
| Outros Autores: | César, Margarida |
| Assunto: | Trabalho colaborativo Natureza das tarefas Instruções de trabalho Contrato didáctico Educação matemática |
| Ano: | 2012 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | Negative social representations about mathematics and poor performances in national exams are common for many Portuguese students. Finding ways to promote students’ mathematical knowledge appropriation is a priority. The nature of the tasks, the working instructions, a robust didactic contract, and the social interactions in the classroom play an important role in students’ performances. This work is from the Interaction and Knowledge project whose main goal was studying/promoting collaborative work to improve students’ academic achievement and create more inclusive learning scenarios. It lasted 12 years and included 69 mathematics teachers/researches. Students worked in dyads or groups. We address the mathematical tasks used to introduce two chapters and how they facilitate students’ knowledge appropriation, also helping to foster the didactic contract. We focus in a 9th grade class. The participants were these students, the teacher/researcher and other observers. Data collecting instruments were: observation, questionnaires, a task inspired in projective techniques, an instrument to evaluate students’ abilities and competencies, and students’ protocols. The results illuminate that the chosen tasks facilitated students’ engagement in mathematical activities, finding solving strategies while working collaboratively. Students improved their positive academic self-esteem, an essential step to become legitimate participants. |
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