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Com "histórias" aprender matemática
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.26 MB | Adobe PDF |
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Abstract(s)
Este estudo enquadra-se na educação pré-escolar, mais concretamente no último ano, envolve crianças com 5 anos e tem como principal objetivo analisar a exploração de histórias infantis, planificadas com determinados propósitos, de forma a estabelecer conexões com conteúdos matemáticos e, assim, utilizá-las como um instrumento didático no ensino e aprendizagem desses conteúdos. Mais concretamente, consideramos como principais propósitos: a) incentivar o gosto pela Matemática, assimilar conceitos matemáticos e articular a Matemática com outras áreas curriculares através de histórias; b) compreender a relevância da utilização das histórias como instrumento no processo de ensino-aprendizagem na pré-escolar; c) conhecer as conceções dos educadores de infância sobre a importância das histórias no desenvolvimento global da criança e constatar se contar histórias é um procedimento explorado pelos educadores de infância nas suas práticas pedagógicas e de que forma.
Foram definidas três questões estruturais de forma a orientar a pesquisa e a enquadrar a problemática, neste caso, enquadrando-se numa abordagem de investigação qualitativa e de natureza interpretativa, privilegia os acontecimentos da sala de aula para a recolha dos dados. Dado que esta pesquisa se enquadra no estágio pedagógico, a escola, como meio organizado onde se processa o ensino e a aprendizagem, e em particular a sala de aula, foi o ambiente central da ação e da observação com vista à recolha de dados.
Esta investigação considerou a utilização de várias fontes de recolha de dados, as quais procuraram evidenciar que a utilização de histórias infantis estruturadas como instrumentos didáticos de ensino e aprendizagem da matemática pode revelar-se como uma estratégia interessante e até relevante na medida em que facilita às crianças a construção de elos entre o real e o imaginário e daí a compreensão de pontes entre o concreto e as abstrações matemáticas
This study is focused on pre-school education and it refers to last school year. It has been carried out with 5-year old children, and its main objective is to analyse the exploration of children stories, planned with specific purposes, in order to establish connections with mathematical contents. The stories have then be used as a didactic instrument in teaching and learning those contents. These were the main purposes of this study: a) to promote the love for Mathematics, the assimilation of mathematical concepts and to articulate Mathematics with other curricular subjects through children stories; b) to understand the relevance of using stories as an instrument in the teaching-learning process in pre-school; c) to find out what the pre-school teachers thought about the significance of stories in the global development of children and to find out if story telling is a common procedure in pre-school teachers pedagogical practice and in what way. Three structural questions have been defined in order to guide this search and to fit the problem. A qualitative approach of interpretative nature has been used, favouring the events in the classroom for the data collection. Since this research is part of a pedagogical internship training the school, as the organized environment where the teaching-learning process occurs, specifically the classroom, has been the central place for the action and the observation for the purpose of data collection. This investigation has considered the utilization of various sources for data collection that we are going to present highlight the point that the use of children stories structured as didactic instruments for the teaching and learning of Mathematics can be an interesting and relevant strategy, as it helps children to discover links between real and imaginary, leading to the comprehension of the bridges between reality and mathematical abstraction.
This study is focused on pre-school education and it refers to last school year. It has been carried out with 5-year old children, and its main objective is to analyse the exploration of children stories, planned with specific purposes, in order to establish connections with mathematical contents. The stories have then be used as a didactic instrument in teaching and learning those contents. These were the main purposes of this study: a) to promote the love for Mathematics, the assimilation of mathematical concepts and to articulate Mathematics with other curricular subjects through children stories; b) to understand the relevance of using stories as an instrument in the teaching-learning process in pre-school; c) to find out what the pre-school teachers thought about the significance of stories in the global development of children and to find out if story telling is a common procedure in pre-school teachers pedagogical practice and in what way. Three structural questions have been defined in order to guide this search and to fit the problem. A qualitative approach of interpretative nature has been used, favouring the events in the classroom for the data collection. Since this research is part of a pedagogical internship training the school, as the organized environment where the teaching-learning process occurs, specifically the classroom, has been the central place for the action and the observation for the purpose of data collection. This investigation has considered the utilization of various sources for data collection that we are going to present highlight the point that the use of children stories structured as didactic instruments for the teaching and learning of Mathematics can be an interesting and relevant strategy, as it helps children to discover links between real and imaginary, leading to the comprehension of the bridges between reality and mathematical abstraction.
Description
Keywords
Pré-escolar Educação matemática Língua-mãe Literatura infantil Criatividade Aprendizagens significativas Preschool Mathematical education Mother tongue Child literacy Creativity Significant learning.