Boas práticas pedagógicas no ensino da matemática numa escola atual e para todos

Abstract

This work is a result of a Master in Sciences of Education, specialization in Learning and Psychological Development, in the Faculdade de Educação e Psicologia, of the Universidade Católica Portuguesa. The choice of the theme – Good Pedagogical Practices on the Teaching of Mathematics in the Modern School and for All – emerged after having decided that I wanted to investigate and reflect on my practices related with differentiated pedagogy and the use of the new technologies in the school for all. This decision is due to three important factors: my professional situation; the discovery of the importance of contexts through the bioecological model of the development of the human being formulated by Bronfenbrenner (e.g. Bronfenbrenner, 1995, 1998); the reading of the Report “Educação – um tesouro a descobrir” (Education – a treasure to discover) (Delors, 1998). The work will focus the dimensions of action that I defend and consider very important today, the differentiated pedagogy and the use of ICT associated with the differentiated pedagogy on the teaching of Mathematics. In the first part of the report the following themes are approached: the most significant transformations in the education – the Modern School and for All, the Society of Information and their implications on education, the role of the teacher facing the globalisation and the diversity; good pedagogical practices - differentiated pedagogy (definition and its importance in the education), the use of ICT in the process of teaching-learning. The second part is dedicated to the reflection of my professional experience. At the end of the academic year 2014/2015, I complete eleven years of service, including the stage year. After the stage in a basic school of 2nd and 3th cycles, I’ve worked for seven years in a particular and cooperative school. Meanwhile, in the last three years, I ambulate between various public schools, with incomplete timetables and/or working in two different schools in the same year. Once my professional experience has had various phases, I considered that it was important to divide the second part of this work in four moments: the contact with the practice, finally – phase of ambition and curiosity, the stage year; the beginning of the career as a professional teacher – phase of adaptation, the first years as a professional teacher; the stability – growing phase, the following years in the same school; the professional crisis – phase of instability, three years knowing various realities/schools. On each moment I remind the lessons and the conclusions of what I’ve learned and the final result of the pedagogical practices that I’ve implemented. In conclusion, I make some final considerations, where I summarize what I’ve learned, with the intention of evolving professionally; I explained my constraints that prevent me, in a way, to evolve; and finally, I express the future perspectives about the school organization and my professional life. Therefore, with the report I want to reflect intensively, exhaustively and on reasonable grounds about my professional experience. This work is a professional realization and, without ignoring the previous reason, is also a personal realization. I consider that today, during the professional experience, is necessary to have more profound moments of reflexion, which makes us grow and acquire new knowledge related to our practices. And, as a result, the lifelong education for me is fundamental.

Date of Award	2015
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Maria Raul Xavier (Supervisor)