Publicação

OS TRABALHOS PARA CASA E A MATEMÁTICA: PERSPETIVAS E PRÁTICAS DE ALUNOS, ENCARREGADOS DE EDUCAÇÃO E PROFESSORES NUM 1.º ANO DE ESCOLARIDADE

Detalhes bibliográficos
Resumo:	Homework is a pedagogical strategy usually implemented in schools (Simões, 2006). It has some negative effects, but also many benefits, for example, in relation to students’ learning (Cooper, 2007; Cooper et al., 2006). However, they are a controversial theme for the different social actors involved, namely teachers, students and parents (Carr, 2013), as well as in literature. So, this research aims to know the perspectives of different social actors (teachers, students and parents) and the practices associated with homeworks, namely in Mathematics. We assumed an interpretative paradigm (Denzin, 2002) and developed a case study design (Merriam, 1988, cited by Bodgan & Biklen, 1994). The participants were the researcher, twelve students, three teachers and seventy-two parents of three classes of 1st grade of primary education. As data collecting instruments we used the observation, researcher’s diary, semi-structured interviews, informal conversations, questionnaire, and documents. The data treatment and analysis was based on a content analysis except for questionnaire, of which a statistical analysis was performed (Quivy & Campenhoudt, 1998). The results show that, in general, those perspectives of students, parents and teachers of three classes of 1st grade of primary education are positive in relation to homework. The results also illustrate the pedagogical practices of teachers, practices of students in adhesion and accomplishment of the proposed tasks, as well as the involvement of parents.
Autores:	Machado, Ricardo
Assunto:	Mathematics 1.º ano de escolaridade do 1.º ciclo do ensino básico Perspectives of teachers alunos e encarregados de educação Trabalhos para Casa students and parents Perspetivas de professores 1st grade of primary education Homework Matemática
Ano:	2018
País:	Portugal
Tipo de documento:	dissertação de mestrado
Identificadores:	ID: 201871645
Tipo de acesso:	Aberto
Instituição associada:	Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum
Código do projeto financiado:	201871645
Idioma:	português
Origem:	Repositório Comum

Descrição
Resumo:	Homework is a pedagogical strategy usually implemented in schools (Simões, 2006). It has some negative effects, but also many benefits, for example, in relation to students’ learning (Cooper, 2007; Cooper et al., 2006). However, they are a controversial theme for the different social actors involved, namely teachers, students and parents (Carr, 2013), as well as in literature. So, this research aims to know the perspectives of different social actors (teachers, students and parents) and the practices associated with homeworks, namely in Mathematics. We assumed an interpretative paradigm (Denzin, 2002) and developed a case study design (Merriam, 1988, cited by Bodgan & Biklen, 1994). The participants were the researcher, twelve students, three teachers and seventy-two parents of three classes of 1st grade of primary education. As data collecting instruments we used the observation, researcher’s diary, semi-structured interviews, informal conversations, questionnaire, and documents. The data treatment and analysis was based on a content analysis except for questionnaire, of which a statistical analysis was performed (Quivy & Campenhoudt, 1998). The results show that, in general, those perspectives of students, parents and teachers of three classes of 1st grade of primary education are positive in relation to homework. The results also illustrate the pedagogical practices of teachers, practices of students in adhesion and accomplishment of the proposed tasks, as well as the involvement of parents.