A carregar...
Publicação
A articulação entre a matemática e a educação física: um estudo no 1º ciclo
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.45 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente estudo analisou de que forma a articulação entre a Matemática e a Educação Física pode apoiar a aprendizagem do tema Álgebra no 1.º Ciclo do Ensino Básico, tomando as sequências como objeto matemático central. A interdisciplinaridade das sequências de crescimento e de repetição permitiu identificar e descrever regularidades através de tarefas de Educação Física, favorecendo o desenvolvimento do pensamento algébrico nos anos iniciais. O objetivo principal consistiu em compreender e caracterizar os processos de articulação entre ambas as áreas curriculares num contexto real de sala de aula, analisando como essa integração se desenvolveu nas práticas pedagógicas de uma turma de 3.º ano do 1.º Ciclo do Ensino Básico. A metodologia qualitativa adotada seguiu uma abordagem de investigação sobre a prática, desenvolvida ao longo de quatro sessões — duas sessões de Educação Física e duas sessões de Matemática. A recolha de dados, baseada na observação participante e na recolha documental, revelou maior envolvimento dos alunos, progressos na identificação de regularidades e melhorias na coordenação e cooperação, evidenciando o contributo do movimento para a aprendizagem. Conclui-se que a articulação entre Matemática e Educação Física constitui uma via pedagógica eficaz para o desenvolvimento inicial do pensamento algébrico e promove aprendizagens mais integradas e significativas.
This study analysed how the articulation between Mathematics and Physical Education can support the learning of Algebra in the 1st Cycle of Basic Education, taking sequences as the central mathematical object. The interdisciplinary exploration of growing and repeating sequences allowed for the identification and description of regularities through Physical Education tasks, fostering the development of early algebraic thinking. The main objective was to understand and characterise the processes of articulation between both curricular areas in a real classroom context, examining how this integration unfolded in the pedagogical practices of a 3rd-grade class of the 1st Cycle of Basic Education. The qualitative methodology adopted followed a practice-based research approach, implemented over four sessions — two in Physical Education and two in Mathematics. Data collection, based on participant observation and documentary analysis, revealed increased student engagement, progress in identifying regularities, and improvements in coordination and cooperation, highlighting the contribution of movement to learning. It is concluded that the articulation between Mathematics and Physical Education constitutes an effective pedagogical approach for the early development of algebraic thinking and promotes more integrated and meaningful learning.
This study analysed how the articulation between Mathematics and Physical Education can support the learning of Algebra in the 1st Cycle of Basic Education, taking sequences as the central mathematical object. The interdisciplinary exploration of growing and repeating sequences allowed for the identification and description of regularities through Physical Education tasks, fostering the development of early algebraic thinking. The main objective was to understand and characterise the processes of articulation between both curricular areas in a real classroom context, examining how this integration unfolded in the pedagogical practices of a 3rd-grade class of the 1st Cycle of Basic Education. The qualitative methodology adopted followed a practice-based research approach, implemented over four sessions — two in Physical Education and two in Mathematics. Data collection, based on participant observation and documentary analysis, revealed increased student engagement, progress in identifying regularities, and improvements in coordination and cooperation, highlighting the contribution of movement to learning. It is concluded that the articulation between Mathematics and Physical Education constitutes an effective pedagogical approach for the early development of algebraic thinking and promotes more integrated and meaningful learning.
Descrição
Palavras-chave
Interdisciplinaridade Matemática Educação Física Sequências Pensamento Algébrico nos anos iniciais Interdisciplinarity Mathematics Physical Education Sequences Early Algebraic Thinking