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Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 19 No 2 (2016): Julio

PORTEFÓLIO REFLEXIVO DE MATEMÁTICA ENQUANTO INSTRUMENTO DE AUTORREGULAÇÃO DAS APRENDIZAGENS DE ALUNOS DO ENSINO SECUNDÁRIO

DOI
https://doi.org/10.12802/relime.13.1923
Soumis
juin 29, 2023
Publiée
2016-07-31

Résumé

L'étude présentée visait à analyser certains aspects de l'apprentissage des mathématiques dans le cycle secondaire en situations induites par un dispositif d'évaluation régulatrice des apprentissages. Plus précisément, nous avons étudié l'activité de trois étudiants au cours du processus de création d'un portfolio, dont ils ont pris la plupart des décisions. En rédigeant leur portfolio, ils ont explicité des aspects cognitifs et métacognitifs essentiels de leur pensée mathématique au cours des activités. Le portfolio est un mode efficace et pratique pour différentier les apprentissages pédagogiquement et d'une façon continue et systématique. Il stimule une activité métacognitive qui favorise l'autorégulation des apprentissages.

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