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. |
|---|---|
| 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 |
| _version_ | 1865920823242522624 |
|---|---|
| author | Borges, Inês |
| author2 | César, Margarida |
| author2_role | author |
| author_facet | Borges, Inês Borges, Inês César, Margarida César, Margarida |
| author_role | author |
| contributor_name_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| country_str | PT |
| creators_json_str | [{\"Person.name\":\"Borges, Inês\"},{\"Person.name\":\"César, Margarida\",\"Person.identifier.orcid\":\"0000-0002-5843-6881\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| datacite.creators.creator.creatorName.fl_str_mv | Borges, Inês César, Margarida |
| datacite.date.Accepted.fl_str_mv | 2012-07-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2013-02-18T15:47:40Z |
| datacite.date.embargoed.fl_str_mv | 2013-02-18T15:47:40Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| datacite.subjects.subject.fl_str_mv | Trabalho colaborativo Natureza das tarefas Instruções de trabalho Contrato didáctico Educação matemática |
| datacite.titles.title.fl_str_mv | The way we work: Contributions of collaborative work to mathematics learning |
| dc.contributor.none.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| dc.creator.none.fl_str_mv | Borges, Inês César, Margarida |
| dc.date.Accepted.fl_str_mv | 2012-07-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2013-02-18T15:47:40Z |
| dc.date.embargoed.fl_str_mv | 2013-02-18T15:47:40Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10451/7781 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | G.R.I.M. (Department of Mathematics and Computer Science, University of Palermo, Italy) |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| dc.subject.none.fl_str_mv | Trabalho colaborativo Natureza das tarefas Instruções de trabalho Contrato didáctico Educação matemática |
| dc.title.fl_str_mv | The way we work: Contributions of collaborative work to mathematics learning |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | 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. |
| dirty | 0 |
| eu_rights_str_mv | restrictedAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ulisboa.pt/bitstreams/38831d30-5098-48d2-8a9c-cb0d461fe8ff/download |
| id | ul_a1f4f968656acbc4b2b2c1f3bf2cf869 |
| identifier.url.fl_str_mv | http://hdl.handle.net/10451/7781 |
| instacron_str | ul |
| institution | Universidade de Lisboa |
| instname_str | Universidade de Lisboa |
| language | eng |
| network_acronym_str | ul |
| network_name_str | Repositório da Universidade de Lisboa |
| oai_identifier_str | oai:repositorio.ulisboa.pt:10451/7781 |
| organization_str_mv | urn:organizationAcronym:ul |
| person_str_mv | Borges, Inês César, Margarida César, Margarida http://orcid.org/0000-0002-5843-6881 0000-0002-5843-6881 |
| publishDate | 2012 |
| publisher.none.fl_str_mv | G.R.I.M. (Department of Mathematics and Computer Science, University of Palermo, Italy) |
| reponame_str | Repositório da Universidade de Lisboa |
| repository_id_str | urn:repositoryAcronym:ul |
| service_str_mv | urn:repositoryAcronym:ul |
| spelling | engG.R.I.M. (Department of Mathematics and Computer Science, University of Palermo, Italy)porNegative 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.application/pdfporThe way we work: Contributions of collaborative work to mathematics learningBorges, InêsPersonalCésar, MargaridaDSpacehttp://dspace.org/items/4fc8e75b-4dfd-439d-b68a-2d06876415a5DSpacehttp://dspace.org/items/4fc8e75b-4dfd-439d-b68a-2d06876415a5CésarMargaridaORCIDhttp://orcid.org0000-0002-5843-6881Scopus Author IDhttps://www.scopus.com8296253900HostingInstitutionOrganizationalRepositório Científico de Acesso Aberto da ULisboae-mailmailto:repositorio@reitoria.ulisboa.ptrepositorio@reitoria.ulisboa.ptISSNIsPartOf1592-44242013-02-18T15:47:40Z2012-072012-07-01T00:00:00ZHandlehttp://hdl.handle.net/10451/7781http://purl.org/coar/access_right/c_16ecrestricted accessTrabalho colaborativoNatureza das tarefasInstruções de trabalhoContrato didácticoEducação matemática233716 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal articlehttp://purl.org/coar/access_right/c_16ecapplication/pdffulltexthttps://repositorio.ulisboa.pt/bitstreams/38831d30-5098-48d2-8a9c-cb0d461fe8ff/downloadQuaderni di ricerca in didattica (Mathematics)198201Palermo, Itália |
| spellingShingle | The way we work: Contributions of collaborative work to mathematics learning The way we work: Contributions of collaborative work to mathematics learning Borges, Inês Trabalho colaborativo Natureza das tarefas Instruções de trabalho Contrato didáctico Educação matemática Borges, Inês Trabalho colaborativo Natureza das tarefas Instruções de trabalho Contrato didáctico Educação matemática |
| status | SINGLETON |
| subject.fl_str_mv | Trabalho colaborativo Natureza das tarefas Instruções de trabalho Contrato didáctico Educação matemática |
| title | The way we work: Contributions of collaborative work to mathematics learning |
| title_full | The way we work: Contributions of collaborative work to mathematics learning |
| title_fullStr | The way we work: Contributions of collaborative work to mathematics learning The way we work: Contributions of collaborative work to mathematics learning |
| title_full_unstemmed | The way we work: Contributions of collaborative work to mathematics learning The way we work: Contributions of collaborative work to mathematics learning |
| title_short | The way we work: Contributions of collaborative work to mathematics learning |
| title_sort | The way we work: Contributions of collaborative work to mathematics learning |
| topic | Trabalho colaborativo Natureza das tarefas Instruções de trabalho Contrato didáctico Educação matemática |
| topic_facet | Trabalho colaborativo Natureza das tarefas Instruções de trabalho Contrato didáctico Educação matemática |
| url | http://hdl.handle.net/10451/7781 |
| visible | 1 |