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A educação outdoor na Aprendizagem Matemática
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| 10.4 MB | Adobe PDF |
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Abstract(s)
O presente Relatório Final de Mestrado insere-se no âmbito da prática pedagógica
supervisionada e tem como tema central a educação outdoor na aprendizagem
matemática no 1.º Ciclo do Ensino Básico. A escolha deste tema partiu da necessidade de
encontrar abordagens mais significativas, ativas e contextualizadas para o ensino da
matemática, promovendo uma ligação entre os conteúdos curriculares e o mundo real.
O estudo teve como objetivo geral compreender de que forma o ensino ao ar livre
pode potenciar a aprendizagem de conteúdos matemáticos. As questões de
investigação orientadoras foram: Que estratégias de educação outdoor promovem a
aprendizagem da matemática no 1.º Ciclo do Ensino Básico? Como reagem os alunos às
práticas de ensino da matemática realizadas em espaços exteriores? De que forma as
atividades ao ar livre contribuem para a compreensão de conceitos matemáticos nos
alunos do 1.º Ciclo do Ensino Básico?
A investigação desenvolveu-se segundo uma abordagem qualitativa, inserida
no paradigma interpretativo, com base numa metodologia de investigação-ação. A
intervenção foi realizada numa turma do 1.º CEB, através da implementação de atividades
matemáticas em contexto exterior.
Para a recolha de dados foram utilizados instrumentos como grelhas de
observação, diário de bordo, produções dos alunos, registos fotográficos e um
questionário aplicado a docentes. Os resultados obtidos revelam um maior envolvimento
dos alunos, bem como indícios de melhoria na compreensão de conceitos matemáticos.
Este estudo reforça a importância de diversificar estratégias pedagógicas, promovendo
práticas educativas que valorizem o corpo, o espaço e a experiência, como elementos
essenciais no processo de ensino-aprendizagem.
This Master's Final Report is part of the supervised pedagogical practice and has as its central theme the outdoor education in mathematics learning in the 1st Cycle of Basic Education. The choice of this theme arose from the need to find more meaningful, active, and contextualized approaches to teaching mathematics, promoting a connection between curricular content and the real world. The general aim of the study was to understand how outdoor teaching can enhance the learning of mathematical content. The guiding research questions were: What outdoor education strategies promote mathematics learning in the 1st Cycle of Basic Education? How do students react to mathematics teaching practices carried out in outdoor spaces? Is there evidence of improved understanding of mathematical concepts after the implementation of outdoor activities? The research followed a qualitative approach, within the interpretative paradigm, based on an action-research methodology. The intervention took place in a 1st Cycle of Basic Education class, through the implementation of mathematics activities in an outdoor context. For data collection, instruments such as observation grids, field notes, students’ work, photographic records, and a questionnaire applied to teachers were used. The results reveal a greater involvement of students, as well as signs of improved understanding of mathematical concepts. This study reinforces the importance of diversifying pedagogical strategies, promoting educational practices that value the body, space, and experience, as essential elements in the teaching-learning process.
This Master's Final Report is part of the supervised pedagogical practice and has as its central theme the outdoor education in mathematics learning in the 1st Cycle of Basic Education. The choice of this theme arose from the need to find more meaningful, active, and contextualized approaches to teaching mathematics, promoting a connection between curricular content and the real world. The general aim of the study was to understand how outdoor teaching can enhance the learning of mathematical content. The guiding research questions were: What outdoor education strategies promote mathematics learning in the 1st Cycle of Basic Education? How do students react to mathematics teaching practices carried out in outdoor spaces? Is there evidence of improved understanding of mathematical concepts after the implementation of outdoor activities? The research followed a qualitative approach, within the interpretative paradigm, based on an action-research methodology. The intervention took place in a 1st Cycle of Basic Education class, through the implementation of mathematics activities in an outdoor context. For data collection, instruments such as observation grids, field notes, students’ work, photographic records, and a questionnaire applied to teachers were used. The results reveal a greater involvement of students, as well as signs of improved understanding of mathematical concepts. This study reinforces the importance of diversifying pedagogical strategies, promoting educational practices that value the body, space, and experience, as essential elements in the teaching-learning process.