Um estudo sobre isometrias numa turma de 6.? ano de escolaridade

Relat?rio Final de Pr?tica de Ensino Supervisionada do Mestrado em Ensino do 1? Ciclo do Ensino B?sico e de Matem?tica e Ci?ncias Naturais no 2? Ciclo do Ensino B?sico apresentado na Escola Superior de Educa??o do Instituto Polit?cnico de Viana do CasteloO presente relat?rio surge no contexto curricular do 2.? ano do Mestrado em Ensino do 1.? CEB e 2.? CEB de Matem?tica e Ci?ncias Naturais, da Escola Superior de Educa??o do Instituto Polit?cnico de Viana do Castelo, mais concretamente, no decorrer da Pr?tica de Ensino Supervisionada. Durante a Pr?tica de Ensino Supervisionada foi-nos dada a oportunidade de experienciar dois contextos diferentes, sendo um deles direcionado para uma turma de 3.? ano do 1.? CEB, e o outro para uma turma do 6.? ano do 2.? CEB. A investiga??o que deu origem ao presente relat?rio decorreu numa turma de 6.? ano, constitu?da por 22 alunos, na ?rea disciplinar de Matem?tica. Esta teve como objetivos compreender o desempenho dos alunos na resolu??o de tarefas com isometrias, identificando os principais conhecimentos e dificuldades na aquisi??o dos conceitos relacionados com a tem?tica, assim como, caraterizar a rela??o dos alunos com os diferentes materiais utilizados durante a resolu??o dessas tarefas. Para a concretiza??o deste estudo, optou-se por uma metodologia de natureza qualitativa. A recolha de dados recaiu principalmente sobre as observa??es, question?rios e produ??es escritas dos alunos. Os resultados permitem concluir que o desempenho dos alunos ao longo das tarefas foi satisfat?rio, o que permitiu constatar que houve aquisi??o dos conhecimentos b?sicos sobre as isometrias trabalhadas. Nas quest?es que envolviam descri??o ou quantifica??o, muitos dos alunos manifestaram algumas dificuldades. Por outro lado alguns alunos manifestaram falta de aten??o e iniciativa para resolver as tarefas. Em rela??o aos materiais podemos afirmar que estes ajudaram na compreens?o e na resolu??o das tarefas, sobretudo o papel quadriculado, o papel vegetal e as dobragens. No entanto, manifestaram inicialmente, dificuldades na manipula??o dos materiais de desenho em particular, o compasso e o transferidor Em rela??o aos materiais manipul?veis podemos afirmar que estes ajudaram os alunos na compreens?o e na resolu??o das tarefas, sobretudo o papel vegetal, o papel quadriculado e as dobragens. No entanto manifestaram inicialmente, dificuldades na manipula??o do material de desenho em particular o compasso e transferidor.This report appears in the curricular context of the year of the Master's Degree in Teaching of the CEB and CEB of Mathematics and Natural Sciences, from the Higher School of Education of the Polytechnic Institute of Viana do Castelo, more specifically, during the Supervised Teaching Practice. During the Supervised Teaching Practice, the opportunity was given to experience two different contexts, one of which was directed to a grade class from the CEB, and the other to a grade class from the CEB. The study described in this report, which took place in a class from grade, was carried out with 22 students, in the subject area of Mathematics. It aimed to understand the performance of students in solving tasks with isometries, to identify the knowledge and difficulties in using the concepts related to the theme, and also, to characterize the use of different materials when solving them. To prepare this study we opted for a qualitative methodology. Data was mainly collected through information about questionnaires, observation and written productions students. After the data collection and its analysis concluded, if the students' performance in most tasks was satisfactory, with the exception of development issues, since, if it was found that the students did not show commitment, when the questions were more related to writing. The students showed some enthusiasm, not the majority of children who had the initiative to start solving tasks, thus, they had the option of selecting a contextualized first phase of the students of the subject and exhibited various materials that were used in the analysis of these tasks. The results allow us to conclude that the students` performance during the tasks was satisfactory, which allowed us to state that there was an acquisition of the basic concepts about the worked isometries. The tasks that involved a description or justification, many students expressed some difficulties in starting the task. Regarding the manipulative materials, we can say that they helped students in the understanding of the concepts as well in tasks solutions, in particular, tracing paper, grid paper and paper folding. However, they initially manifested difficulties in handling the drawing material - compass and protractor