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Vamos dar sentido aos números!
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.57 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da prática pedagógica
supervisionada do Mestrado de Qualificação para a Docência em Educação Pré-Escolar
e Ensino do 1.º Ciclo do Ensino Básico, com a finalidade de compreender o processo de
construção do sentido do número, através de experiências de aprendizagem
significativas em crianças do pré-escolar e alunos do 1.º ciclo do ensino básico.
O sentido do número surge como um dos elementos centrais das aprendizagens
matemáticas, pelo que os educadores e professores devem, através de experiências de
aprendizagem significativas, que as crianças e alunos desenvolvam essa competência.
Na presente investigação, assumimos um paradigma interpretativo,
desenvolvendo um projeto de investigação-ação, o qual foi construído e desenvolvido
com um grupo de pré-escolar, 4 anos, e numa turma do 1.º ano de escolaridade do 1.º
ciclo do ensino básico, com idades compreendidas entre os 5 e os 7 anos. Para além do
grupo de crianças e da turma do 1.º ano de escolaridade, também considerámos como
participantes a educadora/professora/investigadora. Na recolha de dados recorreu-se a
vários instrumentos, nomeadamente: a observação, as conversas informais, o diário de
bordo e a recolha documental.
Os resultados evidenciam que a exploração de tarefas, utilizando materiais
manipuláveis e jogos, facilitou a apropriação de conhecimentos matemáticos, bem como
o desenvolvimento de diversas capacidades e competências associadas ao
desenvolvimento do sentido do número. Para além disso, também mostram que as
experiências de aprendizagem significativas contribuem para a promoção do
desenvolvimento do sentido do número, implicando a motivação, o interesse e
envolvimento das crianças e alunos.
This report is part of a pre-service training practice of the Master in Preschool and Primary Education, whose aim is understand the process of number sense construction through meaningful learning experiences in preschool children and students attending primary education. The number sense is one the central elements of learning mathematics. Thus, educators and teachers should develop this competency in children and students through meaningful learning experiences. In this study we assumed an interpretative paradigm and developed an action research project, which was constructed and developed with a group of preschool children (four years old) and a 1st graders class (five and seven years old). We also considered as participants the educator/teacher/research. Data was collected through observation, informal conversations, researcher’s diary and documents. The results show that the exploration of tasks using manipulatives and games, facilitated mathematical knowledge appropriation, as well as the development of abilities and competencies associated with the development of number sense. Besides that, the results also shoe that meaningful learning experiences contribute to promoting the development of number sense, implying the motivation, interest and involvement of children and students in mathematical activities.
This report is part of a pre-service training practice of the Master in Preschool and Primary Education, whose aim is understand the process of number sense construction through meaningful learning experiences in preschool children and students attending primary education. The number sense is one the central elements of learning mathematics. Thus, educators and teachers should develop this competency in children and students through meaningful learning experiences. In this study we assumed an interpretative paradigm and developed an action research project, which was constructed and developed with a group of preschool children (four years old) and a 1st graders class (five and seven years old). We also considered as participants the educator/teacher/research. Data was collected through observation, informal conversations, researcher’s diary and documents. The results show that the exploration of tasks using manipulatives and games, facilitated mathematical knowledge appropriation, as well as the development of abilities and competencies associated with the development of number sense. Besides that, the results also shoe that meaningful learning experiences contribute to promoting the development of number sense, implying the motivation, interest and involvement of children and students in mathematical activities.
Description
Keywords
Pré-escolar 1.º Ciclo do Ensino Básico Matemática Sentido do número Preschool education Primary education Mathematics Number sense