Loading...
Publication
A importância da Comunicação Matemática na Promoção de Aprendizagens Significativas num Grupo de Crianças do Pré-Escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 980.98 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório insere-se no âmbito da Prática Pedagógica Supervisionada
do Mestrado de Qualificação para a Docência em Educação Pré-Escolar, e pretende
refletir sobre a importância da comunicação matemática num contexto de uma sala de
pré-escolar, com idades compreendidas entre 5 e 6 anos. Este estudo surgiu no âmbito
da importância da aprendizagem da matemática, desde os primeiros anos, potenciando um maior desenvolvimento da comunicação matemática essencial,
especialmente em crianças do pré-escolar, recorrendo assim à observação e
identificação de fatores de desmotivação nas atividades matemáticas. A escolha das
atividades teve em conta que o lúdico permite uma aprendizagem mais consistente,
pois, de acordo com Almeida (2005), a criança ao brincar na escola apropria
conhecimentos que lhe serão úteis para o seu desenvolvimento, ajudando assim na consolidação da sua formação. O brincar representa um papel fundamental no que diz
respeito ao processo de socialização, é a brincar que a criança aprende a relacionar-se
com o mundo e com os outros, construindo assim as suas amizades e tendo os seus
momentos de abstração quando necessita.
Deste modo, concebeu-se um trabalho pedagógico de carácter investigativo
tendo como objetivo compreender as capacidades e vulnerabilidades deste grupo observando e analisando as estratégias utilizadas a partir da comunicação dos mesmos.
Assumimos um paradigma interpretativo e prosseguimos com um design de
investigação-ação. Como participantes temos o grupo do pré-escolar (N=23) e a
educadora/investigadora. Os instrumentos de recolha de dados foram a observação, o
diário de bordo, as conversas informais e a recolha documental.
Os resultados evidenciaram a importância que a comunicação matemática
promovida na sala é um contributo de extrema importância para a promoção de
aprendizagens, evidenciando assim a existência de uma mudança quanto às
aprendizagens, por parte das crianças.
This report is part of the Supervised Pedagogical Practice of the Master´s Degree in Teaching in Pre-School Education and aims to reflect on the importance of mathematical communication in a pre-school setting, between the ages of 5 and 6 years. This study arose from the importance of learning mathematics from the earliest years, fostering a greater development for the essential mathematical communication, especially in pre-school children, thus making use of observation and identification of motivation factors in mathematical activities. The choice of activities took in account that playfulness allows a more consistent learning, because, according to Almeida (2005), children playing at school appropriate knowledge that will be useful for their development, thus helping to consolidate their training. Playing has a fundamental role in the process of socialization, because while playing, children learn to relate to the world and to others, thus building their friendships and having their moments of distraction when they need it. Therefore, a pedagogical work of investigative nature was conceived with the aim of understanding the abilities and vulnerabilities of this group observing and analysing the strategies used from communication of the same ones. We assumed an interpretative paradigm and developed an action-research project. As participants, we had the pre-school group (N=23) and the educator/researcher. Data was collected through observation, educator/researcher’s diary, informal conversations and documents. The results evidenced the importance that the mathematical communication promoted with the group of children is a contribution of extreme importance for the promotion of learning, therefore evidencing the existence of a change in the learning process by the children
This report is part of the Supervised Pedagogical Practice of the Master´s Degree in Teaching in Pre-School Education and aims to reflect on the importance of mathematical communication in a pre-school setting, between the ages of 5 and 6 years. This study arose from the importance of learning mathematics from the earliest years, fostering a greater development for the essential mathematical communication, especially in pre-school children, thus making use of observation and identification of motivation factors in mathematical activities. The choice of activities took in account that playfulness allows a more consistent learning, because, according to Almeida (2005), children playing at school appropriate knowledge that will be useful for their development, thus helping to consolidate their training. Playing has a fundamental role in the process of socialization, because while playing, children learn to relate to the world and to others, thus building their friendships and having their moments of distraction when they need it. Therefore, a pedagogical work of investigative nature was conceived with the aim of understanding the abilities and vulnerabilities of this group observing and analysing the strategies used from communication of the same ones. We assumed an interpretative paradigm and developed an action-research project. As participants, we had the pre-school group (N=23) and the educator/researcher. Data was collected through observation, educator/researcher’s diary, informal conversations and documents. The results evidenced the importance that the mathematical communication promoted with the group of children is a contribution of extreme importance for the promotion of learning, therefore evidencing the existence of a change in the learning process by the children
Description
Keywords
Educação pré-escolar; Matemática, Comunicação matemática, Ludicidade. Pre-school education, Mathematics, Mathematical Communication, Playfulness.