Trabalho colaborativo entre docentes de matemática do 2º CEB

: realidade ou quimera? : um estudo em três concelhos da área metropolitana do Porto

Abstract

This project arose from the researcher’s experience and aims to study how the math teachers of the 2nd cycle of basic education work, or not, collaboratively and how they underlie this practice. Our study universe was composed by the mathematics teachers of all 2nd and 3rd cycles of basic education schools, belonging to the metropolitan region of Oporto. According to the stated purposes, we proceeded to a systematic and rigorous attempt to find collaborative practices between mathematics teachers of the 2nd cycle of basic education belonging to three municipalities from the metropolitan region of Oporto. To operationalize an investigation of this kind, it was, firstly, necessary to proceed to a study of the existing literature. Thus, it was decided to search bibliographic information, taking into account the central topic of the investigation, so that the literary research could orientate and provide the understanding of the phenomenon under study. School, in general, and the classroom, particularly, as well as the processes there developed personify an undeniable strategic impact space. This way, it was necessary to gather information that would contemplate, appropriately, the majority of the aspects underlying the construction of a School able to respond efficiently to the needs of both students and teachers. The research was based on an extensive study, that is, of a quantitative nature. The techniques and data collection instruments adopted were the questionnaire survey and the document analysis. In what regards instruments and treatment techniques and analysis of the data, we opted for the statistical analysis and content analysis. From the reached conclusions after the completion of the study, we highlight the main and following ones: math teachers of the 2nd cycle of basic education (and the management bodies of schools) recognize the importance and the advantages of developing collaborative working practices and have already shown some of them; however, it was found that the cooperation is not extended to teaching practices, which does little to improve teaching. Therefore, there is still a long way to go before there is an effective collaborative work leading to changes in our education system, in general, and in mathematics education, particularly.

Date of Award	13 Oct 2016
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Maria do Céu Roldão (Supervisor)