Trilho matemático: uma experiência fora da sala de aula com uma turma do 5º ano de escolaridade

Relatório Final de Prática de Ensino Supervisionada do Mestrado em Ensino do 1º e 2º Ciclos do Ensino Básico apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do CasteloO presente relatório foi desenvolvido no âmbito da Prática de Ensino Supervisionada II (PES II), em contexto do 2º ciclo do ensino básico e encontra-se dividido em três partes. A primeira e terceira partes estão relacionadas com a Prática de Ensino Supervisionada, iniciando-se por um enquadramento e findando com uma reflexão. Na segunda parte descreve-se o estudo efetuado como se demonstra nos parágrafos seguintes. Este trabalho investigativo centrou-se na área de Matemática. Depois de se ter constatado que os participantes demonstravam dificuldades relacionadas com conteúdos geométricos, resolução de problemas e comunicação matemática tornou-se essencial promover experiências de aprendizagem enriquecedoras para que os alunos pudessem envolver-se, com eficiência, nas tarefas, incorporando diferentes contextos e resolvendo e formulando problemas matemáticos, contribuindo para aquisição de conceitos e desenvolvimento do pensamento geométrico. Partindo destes pressupostos, este estudo teve como principal objetivo compreender qual o contributo dos Trilhos Matemáticos no envolvimento dos alunos e na mobilização de conceitos geométricos pelos alunos da turma. De modo a orientar o estudo em causa delinearam-se as seguintes questões: (Q.1.) Como se pode caraterizar o desempenho dos alunos em tarefas de natureza geométrica através de um Trilho Matemático?; (Q.2.) Como se pode caraterizar a reação dos alunos à realização de um Trilho Matemático num contexto de aprendizagem fora da sala de aula?. Optou-se por uma metodologia de investigação de natureza qualitativa de caráter exploratório e interpretativo. A recolha de dados incidiu sobre toda a turma, privilegiando-se a recolha de dados através de observações participantes do professor/investigador e suas anotações, entrevistas semiestruturadas, dois questionários, gravações áudio/vídeo, registo fotográfico e documentos fornecidos pelos alunos com os registos de todas as resoluções de tarefas. Os resultados sugerem que a realização do Trilho Matemático proporcionou aos alunos uma mobilização dos conhecimentos geométricos favoráveis na resolução das tarefas. Por outro lado, permitiu-lhes cooperar em pequenos grupos, desenvolvendo assim o espírito de entreajuda e crítico, promovendo características do pensamento criativo quer na resolução quer na formulação de problemas, desabrochando nos mesmos o gosto pela descoberta e pela Matemática.The present report was developed under the Supervised Teaching Practice II (STP II), in the context of the 2nd cycle of basic school and is divided into three parts. The first and third parts are related to the supervised teaching practice, starting with a framework and ending with a reflection. The second part describes the study conducted as shown in the following paragraphs. This research study was focused on the area of Mathematics. After having found that participants had difficulties related to geometric contents, problem solving and mathematical communication, it became essential to promote enriching learning experiences so that students could get involved, efficiently, in tasks incorporating different contexts, formulating and solving mathematical problems, contributing to the concepts acquisition as well as development of geometric thinking. Under these assumptions, this study aimed to understand what the contribution of Math Trails in student engagement and mobilization of geometrical concepts. In order to guide the study in question, the following were outlined: (Q.1.): i) How can one characterize the performance of students in geometric nature tasks through a mathematical trail?; (Q.2.) How can one characterize the reaction of students to carry out a trail in a leaning environment outside the classroom? It was opted a methodology of research of qualitative nature of exploratory and interpretative character. The data collection focused on the entire class, giving priority to the data collection through participant observations of the teacher/researcher and his notes, semi-structured interviews, two questionnaires, audio/video recordings, photographic recordings and documentation provided by students with records of all task resolutions. The results suggest that the realization of Math Trails provided to students a mobilization of favorable geometric knowledge in solving tasks. On the other hand, it allowed them to cooperate in small groups, developing the spirit of mutual help and critical, promoting characteristics of creative thinking not only in the resolution but also in the formulation of problems, awakening them the taste for discovery and mathematics

Brazilian Flora 2020: Leveraging the power of a collaborative scientific network

International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora