Autor(es):
Dias, Paulo Jorge Ribeiro, 1968- 
Data: 2013
Identificador Persistente: http://hdl.handle.net/10451/9627
Origem: Repositório da Universidade de Lisboa
Assunto(s): Aprendizagem matemática; Avaliação da aprendizagem; Auto-regulação da aprendizagem; Ensino secundário; Trabalho colaborativo; Teses de doutoramento - 2013
Descrição
Tese de doutoramento, Educação (Didática da Matemática), Universidade de Lisboa, Instituto de Educação, 2013 O propósito deste estudo era compreender e aprofundar práticas avaliativas de professores de Matemática do ensino secundário que contribuíssem para a promoção de uma atitude autorreguladora do aluno, face à sua aprendizagem matemática. A atenção dada à autorregulação da aprendizagem matemática justifica-se pela relevância que apresenta na aprendizagem, em particular, no sucesso nas tarefas matemáticas que o professor propõe. Para tal, foram formuladas as seguintes questões: Qual a natureza e as características das práticas avaliativas de professores de Matemática, trabalhadas num contexto de trabalho de natureza colaborativa, que procuram promover a autorregulação da aprendizagem? De que forma os professores de Matemática procuram integrar as práticas avaliativas para promover a autorregulação no quotidiano da sala de aula? De que modo as práticas avaliativas desenvolvidas contribuem para promover a autorregulação das aprendizagens matemáticas? Que constrangimentos encontram os professores de Matemática para a promoção de atitudes autorreguladoras da aprendizagem matemática? Como procuram ultrapassá-los? O contexto de trabalho de natureza colaborativa, durante dois anos letivos, consistiu na planificação, concretização e reflexão de duas práticas avaliativas: a interação professor – alunos na aula e o relatório escrito em duas fases. Numa perspetiva interpretativa, a metodologia qualitativa permitiu aceder à realidade observada, na qual participei. Foram estudados dois professores de Matemática, como estudo de casos. A recolha de dados incluiu a observação de sessões de trabalho e de aulas, a entrevista e a recolha documental. A análise de dados decorreu de forma integrativa, analítica, criadora e intuitiva. Das principais conclusões, destaco: nas práticas avaliativas verificam-se evoluções para uma perspetiva de avaliação centrada no aluno, assumindo uma abrangência que ultrapassa a autoavaliação; a autorregulação desenvolve-se ao longo do tempo através de práticas avaliativas que privilegiam a avaliação formativa; não se identificam diferenças significativas na promoção da autorregulação em Trigonometria, em Geometria ou em Funções; os professores apresentam dificuldades na atribuição de feedback e na sua diversificação; o recurso a uma tabela de descritores ajuda à responsabilização dos alunos e favorece a atribuição de feedback. The purpose of this study was to understand and deepen the assessment practices of Mathematics teachers at a high school level that would contribute to the promotion of an auto-regulatory attitude from students, when dealing with learning mathematics. The focus on the development of self-regulation of learning mathematics is justified by the relevance that has on learning, particularly in success in mathematical tasks that the teacher proposes. This study was guided by questions: What is the nature and the characteristics of the assessment practices of Mathematics teachers, crafted in a collaborative nature project, seeking to promote self-regulated learning? In what way do Mathematics teachers seek to integrate these assessment practices to promote selfregulation daily in classrooms? In what way do, those assessment practices, contribute to promote self-regulation in the learning of Mathematics? What sort of constraints do Mathematics teachers find in promoting self-regulatory attitudes of Mathematics learning? How can these be overcome? In a work context of collaborative nature, over two years of teaching and consisting of planning, execution and reflection of two assessment practices: the teacher - student interaction in class and in the two phased written report. In an interpretative perspective, the qualitative methodology allowed access to the observed reality, in which I took part in. Two Mathematics teachers were used as case studies. Data collecting included observation, work sessions and classes, interview and document gathering. The data analysis was held in an integrative, analytic, creative and intuitive way. The main findings, highlight: in assessment practices there are developments for a prospective student-centered assessment, assuming a scope that goes beyond the self-assessment; not identify significant differences in the promotion of self-regulation in Trigonometry, Geometry or Functions; self-regulation develops up over time through assessment practices that focus on formative assessment; teachers have difficulties in assigning feedback and diversification; the use of a table of descriptors aid accountability and fosters students' assignment feedback.The purpose of this study was to understand and deepen the assessment practices of Mathematics teachers at a high school level that would contribute to the promotion of an auto-regulatory attitude from students, when dealing with learning mathematics. The focus on the development of self-regulation of learning mathematics is justified by the relevance that has on learning, particularly in success in mathematical tasks that the teacher proposes. This study was guided by questions: What is the nature and the characteristics of the assessment practices of Mathematics teachers, crafted in a collaborative nature project, seeking to promote self-regulated learning? In what way do Mathematics teachers seek to integrate these assessment practices to promote selfregulation daily in classrooms? In what way do, those assessment practices, contribute to promote self-regulation in the learning of Mathematics? What sort of constraints do Mathematics teachers find in promoting self-regulatory attitudes of Mathematics learning? How can these be overcome? In a work context of collaborative nature, over two years of teaching and consisting of planning, execution and reflection of two assessment practices: the teacher - student interaction in class and in the two phased written report. In an interpretative perspective, the qualitative methodology allowed access to the observed reality, in which I took part in. Two Mathematics teachers were used as case studies. Data collecting included observation, work sessions and classes, interview and document gathering. The data analysis was held in an integrative, analytic, creative and intuitive way. The main findings, highlight: in assessment practices there are developments for a prospective student-centered assessment, assuming a scope that goes beyond the self-assessment; not identify significant differences in the promotion of self-regulation in Trigonometry, Geometry or Functions; self-regulation develops up over time through assessment practices that focus on formative assessment; teachers have difficulties in assigning feedback and diversification; the use of a table of descriptors aid accountability and fosters students' assignment feedback.
