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O Jogo e as Atividades Lúdicas na Aprendizagem da Matemática
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Abstract(s)
O presente relatório final foi realizado no âmbito da prática de ensino supervisionada do Mestrado de Qualificação para a Docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Tendo em conta que no quotidiano a aprendizagem da matemática está associada à existência de dificuldades, por parte dos alunos, a planificação de atividades lúdicas e de jogos matemáticos pretende contornar esta tendência proporcionando um conjunto de atividades enriquecedoras e significativas capazes de auxiliar as crianças e alunos, no desenvolvimento de um conjunto de competências e capacidades matemáticas, de forma lúdica e divertida.
A presente investigação realizada nos seguintes contextos: educação pré-escolar (ano letivo 2019/2020) e 1.º ciclo do ensino básico (ano letivo 2020/2021) encontra-se assente num design de investigação-ação do paradigma interpretativo, tendo sido adotados os seguintes instrumentos de recolha de dados: observação direta naturalista (participante), notas de campo, recolha e análise documental e conversas informais.
Os resultados recolhidos pretendem dar resposta às questões problema da investigação, bem como apurar a relevância do jogo e do lúdico como recurso didático no processo de ensino-aprendizagem da matemática na educação pré-escolar e no 1.º ciclo do ensino básico.
This final report was carried out within the scope of the the curricular unit of supervised practice of the Master's Degree in Qualification for Teaching in Pre-School and Teaching of the 1st Cycle of Basic Education. Taking into account that in everyday life the learning of mathematics is associated with the existence of difficulties on the part of students, the planning of playful activities and mathematical games aims to circumvent this trend by providing a set of enriching and meaningful activities that can help children and students develop a set of mathematical abilities and competencies in a playful and fun way. The present investigation carried out in the following contexts: pre-school education (school year 2019/2020) and 1st cycle of basic education (school year 2020/2021) is based on an action-research design of the interpretive paradigm, having been adopted the following data collection instruments: naturalistic direct observation (participant), field notes, document and informal conversations. The collected results are intended to answer the research problem questions, as well as to ascertain the relevance of the game and play as a didactic resource in the teaching-learning process of mathematics in pre-school education and in the 1st cycle of basic education.
This final report was carried out within the scope of the the curricular unit of supervised practice of the Master's Degree in Qualification for Teaching in Pre-School and Teaching of the 1st Cycle of Basic Education. Taking into account that in everyday life the learning of mathematics is associated with the existence of difficulties on the part of students, the planning of playful activities and mathematical games aims to circumvent this trend by providing a set of enriching and meaningful activities that can help children and students develop a set of mathematical abilities and competencies in a playful and fun way. The present investigation carried out in the following contexts: pre-school education (school year 2019/2020) and 1st cycle of basic education (school year 2020/2021) is based on an action-research design of the interpretive paradigm, having been adopted the following data collection instruments: naturalistic direct observation (participant), field notes, document and informal conversations. The collected results are intended to answer the research problem questions, as well as to ascertain the relevance of the game and play as a didactic resource in the teaching-learning process of mathematics in pre-school education and in the 1st cycle of basic education.
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Keywords
Matemática, Educação Pré-Escolar, 1.º Ciclo do Ensino Básico, jogos matemáticos, atividades lúdicas mathematics, pre-school education, 1st cycle of basic education, mathematical games, playful activities