Loading...
Publication
A importância dos materiais manipuláveis para o desenvolvimento do sentido do número num grupo do pré-escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.53 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Atualmente, conhecer e saber colocar em ação os conhecimentos sobre os números e operações assume muita importância. Contudo, esse conhecimento deve estar relacionado com uma compreensão global dos números e operações, que surge em diversos contextos. Desta forma, podemos afirmar que desenvolver o sentido do número nunca foi mais proeminente como agora. Assim, o desenvolvimento dessa competência deve ser trabalhado logo desde os primeiros anos, e em especial, na educação pré-escolar. Por outro lado, e uma vez que se trata de crianças, a utilização de material manipulável assume-se como um elemento essencial e fundamental quando se pretende que se promovam aprendizagens com compreensão, uma vez que permite, de forma lúdica, apelativa e motivante para as crianças, apropriar conhecimentos matemáticos e desenvolver capacidades e competências (matemáticas). Desta forma, sentiu-se a necessidade de elaborar tarefas matemáticas que promovessem a utilização de materiais manipuláveis com a finalidade de motivar e envolver as crianças na atividade matemática. Esta investigação insere-se num paradigma interpretativo, na medida em que se pretende compreender o papel dos materiais manipuláveis no desenvolvimento do sentido do número num grupo de crianças da educação pré-escolar, através das formas de atuação dos participantes envolvidos. Este trabalho foi desenvolvido através de uma investigação-ação, tendo como participantes um grupo de 23 crianças com idades compreendidas entre os 4 e os 6 anos. Como instrumentos de recolha de dados recorremos à observação, ao diário de bordo da educadora/investigadora, a conversas informais e à recolha documental.
Em relação aos resultados, foi notório perceber o interesse do grupo em realizar todas as tarefas, mostrando-se motivados e envolvidos na realização das mesmas, conseguindo alcançar conhecimentos matemáticos, nomeadamente relativos ao desenvolvimento do sentido do número.
Nowadays, knowing and putting into action knowledge about numbers and operations is very important. However, this knowledge must be related to a global understanding of numbers and operations, which arises in various contexts. In this way, we can say that developing the meaning of numbers has never been more prominent than now. Thus, the development of this competence must be worked from the earliest years, particularly in pre-school education. On the other hand, as we work with children the use of manipulative material assumes as an essential and fundamental element when it is intended to promote learning with understanding, since it allows, in a playful, appealing and motivating way to children appropriate mathematical knowledge and develop (mathematical) abilities and competencies. In this way, it was felt the need to elaborate mathematical tasks that promoted the use of manipulative materials with the purpose of motivating and involving the children in the mathematical activity. This research is part of an interpretative paradigm, in which we intend to understand the role of manipulative materials in the development of number sense in a group of children of pre-school education, through the forms of action of the participants involved. This work was developed through an action-research project, having as participants a group of 23 children between the ages of 3 and 6 years old. As data collection instruments we used the observation, the educator/researcher’s diary, informal conversations and documents. Regarding the results, it was evident the interest of the group in performing all the tasks. The group of children was motivated and involved in the accomplishment of these tasks, achieving mathematic knowledge, namely regarding the development of number sense.
Nowadays, knowing and putting into action knowledge about numbers and operations is very important. However, this knowledge must be related to a global understanding of numbers and operations, which arises in various contexts. In this way, we can say that developing the meaning of numbers has never been more prominent than now. Thus, the development of this competence must be worked from the earliest years, particularly in pre-school education. On the other hand, as we work with children the use of manipulative material assumes as an essential and fundamental element when it is intended to promote learning with understanding, since it allows, in a playful, appealing and motivating way to children appropriate mathematical knowledge and develop (mathematical) abilities and competencies. In this way, it was felt the need to elaborate mathematical tasks that promoted the use of manipulative materials with the purpose of motivating and involving the children in the mathematical activity. This research is part of an interpretative paradigm, in which we intend to understand the role of manipulative materials in the development of number sense in a group of children of pre-school education, through the forms of action of the participants involved. This work was developed through an action-research project, having as participants a group of 23 children between the ages of 3 and 6 years old. As data collection instruments we used the observation, the educator/researcher’s diary, informal conversations and documents. Regarding the results, it was evident the interest of the group in performing all the tasks. The group of children was motivated and involved in the accomplishment of these tasks, achieving mathematic knowledge, namely regarding the development of number sense.
Description
Keywords
Pré-escolar, matemática, desenvolvimento do sentido do número, materiais manipuláveis. Pre-school education, mathematics, development of number sense, manipulative materials.