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Aprender matemática de forma lúdica: os materiais manipuláveis na educação pré-escolar
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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 prática desenvolvida ao longo de dois semestres, assim como analisar a
evolução dos grupos perante a temática abordada.
A matemática assume um papel muito importante no quotidiano das crianças. Na
educação pré-escolar, promover o raciocínio matemático é algo que os educadores
devem ter como objetivo. Ao utilizarmos materiais manipuláveis estruturados e não
estruturados, estamos a contribuir para que as crianças consigam de uma forma mais
prática, lúdica e autónoma, apropriar conhecimentos e desenvolver capacidades e
competências (matemáticas). Assim, o recurso a materiais manipuláveis, assume-se
como facilitador no desenvolvimento raciocínio matemático em crianças pequenas,
fomentando a aprendizagem e o gosto pela matemática.
Nesta investigação desenvolvemos um design de investigação-ação, do
paradigma interpretativo. Os participantes deste estudo foram um grupo de nove
crianças, de cinco anos de idade e a educadora/investigadora. Os instrumentos de
recolha de dados foram a observação, as conversas informais, o diário de bordo, o
protocolo das crianças e a recolha documental.
Os resultados iluminam como foram utilizados os materiais manipuláveis no
pré-escolar, evidenciando a existência de uma mudança quanto à atribuição de sentidos
às aprendizagens, por parte das crianças, quando utilizam este tipo de materiais,
contribuindo para o desenvolvimento de capacidades e competências, nomeadamente, o ao nível do raciocínio matemático.
This report is part of the pre-service training practice of the Master in Qualification in Preschool Education. It intends to reflect on the practice developed along the pedagogical practice during two semesters, as well as to analyze the evolution of the groups who worked with us. Mathematics plays a very important role in a child daily life. In preschool education, promoting mathematical reasoning is something that educators should take into account. The use of structure or non-structure manipulative materials can contribute to children appropriate (mathematical) knowledge and develop abilities and competencies in a more practical, autonomous and fun way. Therefore, the use of manipulative assumes as a facilitator in the development of mathematical reasoning in young children, fostering learning and a love for mathematics. We assumed an interpretative paradigm and developed an action research project. The participants were a group of nine 5-years-old children and an educator/research. Data was collected trough observation, informal conversations, researcher’s diary, children’s protocol and documents. The results illuminate how manipulative materials in preschool were used, pointing out the existence of a change on learning meaning by children when using this type of materials. It also illuminates the contribution of them to the development of abilities and competencies, namely the mathematical reasoning.
This report is part of the pre-service training practice of the Master in Qualification in Preschool Education. It intends to reflect on the practice developed along the pedagogical practice during two semesters, as well as to analyze the evolution of the groups who worked with us. Mathematics plays a very important role in a child daily life. In preschool education, promoting mathematical reasoning is something that educators should take into account. The use of structure or non-structure manipulative materials can contribute to children appropriate (mathematical) knowledge and develop abilities and competencies in a more practical, autonomous and fun way. Therefore, the use of manipulative assumes as a facilitator in the development of mathematical reasoning in young children, fostering learning and a love for mathematics. We assumed an interpretative paradigm and developed an action research project. The participants were a group of nine 5-years-old children and an educator/research. Data was collected trough observation, informal conversations, researcher’s diary, children’s protocol and documents. The results illuminate how manipulative materials in preschool were used, pointing out the existence of a change on learning meaning by children when using this type of materials. It also illuminates the contribution of them to the development of abilities and competencies, namely the mathematical reasoning.
Description
Keywords
Educação pré-escolar Matemática Raciocínio matemático Materiais manipuláveis Preschool education Mathematics Mathematical reasoning Manipulatives material