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Utilização de peças (do) lego em atividades de investigação em matemática
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| 2.09 MB | Adobe PDF |
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Abstract(s)
Este estudo decorreu em dois níveis de escolaridade: Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. O interesse da investigação centrou-se na realização de atividades – muitas delas de exploração e investigação – que tiveram como suporte a utilização de peças LEGO como um objeto manipulável.
Um dos principais objetivos para o presente trabalho foi explorar a capacidade de aplicar um material, que geralmente é utilizado apenas para atividades educativas e lúdicas fora do âmbito da matemática, em atividades de índole matemática. No presente relatório procura-se averiguar qual a influência que um material tão simples, disponível e até acessível, como o são as peças LEGO, pode ter na aprendizagem de conceitos matemáticos, bem como destacar os benefícios que poderão surgir através da sua manipulação.
O meu interesse por esta investigação veio da constatação da forma como o grupo de crianças da Educação Pré-Escolar da instituição onde realizei o meu primeiro estágio explorava as peças LEGO disponíveis. Por um lado, utilizava essas peças de forma recorrente, embora lúdica, mas, por outro lado, manifestava prazer e gosto nessa repetida manipulação. Assim, e durante o momento de interação que tive com este grupo, procurei organizar atividades e montar pequenos jogos, tendo como recurso as peças LEGO existentes na sala de aula, de modo a que resultassem em momentos de ensino e de aprendizagem de matemática, além de, naturalmente, também de divertimento. Esta investigação foi entretanto também aplicada no 1.º ano do 1.º ciclo onde realizei o meu segundo período de estágio.
Do ponto de vista metodológico, considera-se que este estudo seguiu uma abordagem de investigação qualitativa baseada no estudo de um grupo de alunos da Educação Pré-escolar e em outro do 1.º Ciclo do Ensino Básico integrados em colégios privados em Lisboa. A experiência, e respetiva recolha de dados, decorreu durante o ano letivo 2015/16.
Da análise dos dados podemos afirmar que os resultados deste estudo indiciam que a utilização do LEGO propiciou uma aprendizagem individual e uma interação em grupo favoráveis à construção de conhecimentos matemáticos.
This study was conducted in an inclusive context of mathematical learning in pre-school education and in primary education. The interest of the research was focused on the realization of activities - many of them of exploration and research - which had as support the use of LEGO pieces as a manipulative object. One of the main objectives for this study was to explore the ability to apply a material, which is generally used only for educational and recreational activities outside the mathematical scope, in activities with mathematical nature. In this report it is sought the ascertainment of what is the influence that this simple material, available and even easily accessible to, as are the LEGO pieces, may have in the learning of mathematical concepts and as well to sought the highlight of the benefits that may arise through its manipulation. My interest for this research came from the finding by the way the group of Preschool Educational children from the institution where I did my first moment of pre service teaching practice explored the LEGO pieces available. On the one hand, they used those pieces recurrently, though in a playful way, but on the other hand, they manifest pleasure and fondness in that repeated manipulation. Therefore, during the interactional moments that I had with this group, I tried to accomplish tasks, organize activities and set up small games, having as main resource the LEGO pieces existent in the classroom, with the intent of resulting in teaching and learning moments of mathematics, and of course recreational moments also. Meanwhile this subject was also applied in the 1st year of primary education where I did my second moment of pre service teaching practice. From a methodological point of view, it is considered that this research followed a qualitative research approach based on the study of a group of students from pre-school education and in another group of primary education both groups integrated in private schools in Lisbon. The experience and the respective data collection took place during the academic year 2015/16 by directive and participant observation of the researcher. Analysis of the data we can say that the results of this study indicate that the use of LEGO provided an individual learning and group interaction favorable to the construction of mathematical knowledge.
This study was conducted in an inclusive context of mathematical learning in pre-school education and in primary education. The interest of the research was focused on the realization of activities - many of them of exploration and research - which had as support the use of LEGO pieces as a manipulative object. One of the main objectives for this study was to explore the ability to apply a material, which is generally used only for educational and recreational activities outside the mathematical scope, in activities with mathematical nature. In this report it is sought the ascertainment of what is the influence that this simple material, available and even easily accessible to, as are the LEGO pieces, may have in the learning of mathematical concepts and as well to sought the highlight of the benefits that may arise through its manipulation. My interest for this research came from the finding by the way the group of Preschool Educational children from the institution where I did my first moment of pre service teaching practice explored the LEGO pieces available. On the one hand, they used those pieces recurrently, though in a playful way, but on the other hand, they manifest pleasure and fondness in that repeated manipulation. Therefore, during the interactional moments that I had with this group, I tried to accomplish tasks, organize activities and set up small games, having as main resource the LEGO pieces existent in the classroom, with the intent of resulting in teaching and learning moments of mathematics, and of course recreational moments also. Meanwhile this subject was also applied in the 1st year of primary education where I did my second moment of pre service teaching practice. From a methodological point of view, it is considered that this research followed a qualitative research approach based on the study of a group of students from pre-school education and in another group of primary education both groups integrated in private schools in Lisbon. The experience and the respective data collection took place during the academic year 2015/16 by directive and participant observation of the researcher. Analysis of the data we can say that the results of this study indicate that the use of LEGO provided an individual learning and group interaction favorable to the construction of mathematical knowledge.
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Keywords
LEGO recursos conceção atitudes/comportamentos aprendizagem em Matemática resources conception attitudes/behaviors Mathematics learning