Rompendo o contrato didÃtico: a utilizaÃÃo de estratÃgias metacognitivas na resoluÃÃo de problemas algÃbricos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This study aimed to analyse the relationship between didactic contract and metacognition in the resolution of algebraical problems. For that, we had the collaboration of a Mathematics teacher and his 8th grade students of a private school in Recife. The methodology was divided in four steps, including classroom observations and meetings with the teacher, all of them duly registered on videos, with the purpose of capturing the elements that had to do with didactic contract and metacognition. The analysis of didactic phenomena was based in the oral interactions that occurred in the classroom, according to the studies of Brousseau (1968), Sarrazy (1995), Jonnaert e Borght (2003) among others. For the analysis of metacognition strategies, considering the observations of videos, we built three categories based on the studies of Schoenfeld (1987), Martin et al (2001), Lafortune et al (2003) e Tanner e Jones (2003). The categories were: personal metacognition strategies (self- evaluation), metacognition strategies referred to the procedure, and metacognition strategies referred to the problem comprehension. According to the purpose of our study, we oriented the teacher to help the students in the resolution of algebraical problems stimulating metacognitive strategies. Then, in a first moment, we observed some of the classes of that teacher trying to identify the emergence of metacognitve strategies, based on our work proposal. On a second moment, we introduced through the teacher and acoording to his classes context, mathematics problems that aimed, for its structure, to break off the established didactic contract. The results revealed that although the teacher attempts to promote metacognitive strategies, these strategies only appeared implicitly, brought by some students, once there were no real change in the contract rules. However, with the methodological adjustment the problems that we had suggested led to the rupture of the established didactic contract emerging very explicitly among the students metacognition strategies of self regulation. These results allow us to suppose that it is possible to develop metacognition strategies in the teaching-learning of algebra. For this to happen it is necessary that the teacher achieves to break the commonly established didactic contract since metacognitive strategies do not belong to the daily use of our Mathematics classes

ASSUNTO(S)

didactic contract problems solving metacogniÃÃo algebra at school Ãlgebra escolar metacognition educacao contrato didÃtico

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