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A matemática e o brincar na educação de infância
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| 1.66 MB | Adobe PDF |
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Abstract(s)
O presente relatório foi elaborado no âmbito do Mestrado em Educação Pré-Escolar, tendo como base os estágios curriculares realizados nos contextos de Creche e de Jardim de Infância. Tem subjacente um estudo cujo objetivo é compreender de que forma o(a) educador(a) poderá tirar partido da atividade de brincar para potenciar a aprendizagem da matemática em Educação de Infância.
Mais concretamente, este estudo é orientado pelas seguintes questões de investigação: (i) Como se caracteriza a atividade matemática desenvolvida pelas crianças durante o ato de brincar? (ii) Como pode o(a) educador(a) otimizar a atividade matemática através do brincar?
A fundamentação teórica foca-se em aspetos relacionados com o desenvolvimento da aprendizagem da matemática na creche e no jardim de infância e com a atividade de brincar nestes contextos. Discute, também, a relação entre estas duas temáticas e o papel do(a) educador(a) para potenciar a atividade matemática através da atividade do brincar.
Este estudo insere-se num paradigma interpretativo, segue uma abordagem qualitativa e desenvolve-se numa perspetiva de investigação-ação. Os dados foram obtidos através da observação participante, complementada por notas de campo e registos fotográficos e de vídeo, e através de recolha documental.
Os resultados do estudo revelam que o ato de brincar potencia a atividade matemática das crianças, nomeadamente no que se refere à mobilização/desenvolvimento de conceitos e procedimentos matemáticos. Em particular, revela que através da atividade de brincar as crianças verbalizam e realizam ações que revelam competências ao nível das componentes Números e Operações e da Geometria e Medida e de processos tais como a classificação e a resolução de problemas. Este estudo dá-nos também conta do importante papel do(a) educador(a) durante o ato de brincar no que diz respeito à promoção das aprendizagens das crianças, nomeadamente no que se refere aos materiais que disponibiliza e ao tipo de questões que coloca às crianças. Em particular, salienta-se a importância de as questões suscitarem a explicação do modo como as crianças pensam e a justificação das suas afirmações.
This report was prepared within the framework of the Master's in Pre-School Education, based on the curricular stages carried out in the nursery and kindergarten contexts. Has underlying a study whose objective is to understand how the educator can take advantage of the play activity to enhance the learning of Mathematics in Childhood Education. More specifically, this study is guided by the following research questions: (i) How do you characterize the mathematical activity developed by children during play? (ii) How can the educator optimize mathematical activity through play? The theoretical basis focused on aspects related with the development of Mathematics learning in nursery and kindergarten and with the activity of playing in these contexts. It also discusses the relationship between these two thematic and the role of the educator to enhance mathematical activity through play activity. This study is inserted in an interpretative paradigm, follows a qualitative approach and develops in an action-research perspective. Data were obtained through participant observation, complemented by field notes and photographic and video recordings, and through documentary collection. The results of the study reveal that playing enhances the mathematical activity of children, particularly regarding the mobilization / development of mathematical concepts and procedures. Particularly, it reveals that through the activity of playing children verbalize and perform actions that reveal competencies at the level of the Numbers and Operations components and the Geometry and Measurement and processes such as classification and problem solving. This study also stresses about the important role of the educator during the play with regard to the promotion of children's learning, namely regarding the materials he provide and the type of questions he ask to the children. Particularly, it emphasizes the importance of the questions giving rise to the explanation of the way children think and the justification of their statements.
This report was prepared within the framework of the Master's in Pre-School Education, based on the curricular stages carried out in the nursery and kindergarten contexts. Has underlying a study whose objective is to understand how the educator can take advantage of the play activity to enhance the learning of Mathematics in Childhood Education. More specifically, this study is guided by the following research questions: (i) How do you characterize the mathematical activity developed by children during play? (ii) How can the educator optimize mathematical activity through play? The theoretical basis focused on aspects related with the development of Mathematics learning in nursery and kindergarten and with the activity of playing in these contexts. It also discusses the relationship between these two thematic and the role of the educator to enhance mathematical activity through play activity. This study is inserted in an interpretative paradigm, follows a qualitative approach and develops in an action-research perspective. Data were obtained through participant observation, complemented by field notes and photographic and video recordings, and through documentary collection. The results of the study reveal that playing enhances the mathematical activity of children, particularly regarding the mobilization / development of mathematical concepts and procedures. Particularly, it reveals that through the activity of playing children verbalize and perform actions that reveal competencies at the level of the Numbers and Operations components and the Geometry and Measurement and processes such as classification and problem solving. This study also stresses about the important role of the educator during the play with regard to the promotion of children's learning, namely regarding the materials he provide and the type of questions he ask to the children. Particularly, it emphasizes the importance of the questions giving rise to the explanation of the way children think and the justification of their statements.
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Keywords
Brincar Aprendizagem da matemática Creche Jardim de infância Play Learning of mathematics Nursery Kindergarten