Loading...
Publication
A aprendizagem lúdica da matemática em idade pré-escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.42 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A matemática cada vez mais assume um papel importante desde os primeiros anos de vida, sendo necessário dar a devida importância a esta área na Educação Pré-Escolar (EPE). Para tal, os métodos de ensino devem ser adequados às faixas etárias com o intuito de criar oportunidades de aprendizagem significativas. A EPE caracteriza-se por uma iniciação fundamental na formação da criança de modo a prepará-la para a vida ativa em sociedade e, por conseguinte, o educador assume um papel fundamental em todo o seu processo de desenvolvimento.
O presente trabalho surgiu num contexto pré-escolar, com um grupo de 16 crianças com 5 anos de idade, com o intuito de apreciar diversos aspetos relacionados com a aprendizagem de conteúdos no campo da matemática, bem como, estudar qual o método mais eficaz e mais motivante de aprendizagem.
Problemática e objetivos: Apreciou-se as competências das crianças no domínio da contagem e reconhecimento de números até 20, da adição e da subtração cujo resultado seja igual ou inferior a 10. Avaliar qual o método mais eficaz (jogos ou fichas) e avaliar o grau de satisfação dos dois métodos de aprendizagem utilizados. Metodologia: O grupo foi dividido em dois, através de um processo aleatório. Um dos grupos foi sujeito à realização de jogos e brincadeiras e o outro à utilização de fichas, aplicando exatamente o mesmo conteúdo, durante igual período de tempo. Recolha de dados: Foi aplicada uma tarefa-teste antes e depois da intervenção; gravações áudio; notas de campo e uma tabela de dupla entrada de forma a avaliar o grau de satisfação. Análise de dados: foram utilizados os programas Microsoft Excel e SPSS. Resultados: Durante esta investigação, verificaram-se diferenças entre a aprendizagem através da implementação da estratégia lúdica e da realização de fichas, bem como no nível de satisfação. Conclusões: Através do lúdico, observou-se que as crianças apropriaram mais facilmente os parâmetros da matemática apresentados, bem como o nível de satisfação foi mais positivo do que na realização de fichas. Neste último caso, algumas das crianças mantiveram ou aumentaram as suas dificuldades. Tal facto comprovou que o lúdico foi mais prazeroso e facilitador da aprendizagem da matemática neste grupo de crianças.
Mathematics increasingly plays an important role since the early years of life, and it is necessary to give due importance to this area in Pre-School Education. To this end, teaching methods should be tailored to the age groups in order to create meaningful learning opportunities. The Pre-School Education is characterized by a fundamental initiation into the education of children in order to prepare them for the active life in society and, therefore, the teacher plays a key role throughout the development process. This study emerged in a pre-school setting, with a group of 16 five year old children; in order to appreciate various aspects related to the learning content in mathematics as well identify what is the most effective and more motivating method for learning. Issues and objectives: We assessed children's skills in the field of counting and recognizing numbers up to 20, and through adding and subtracting the numbers with a view to get a result equal to or less than 10. To evaluate what is the most effective method (games or working sheets) and to assess the degree of satisfaction of both learning methods. Methodology: The group was divided in two through a random process. One of the groups was subject to the completion of games and plays and the other to the use of working sheets, applying exactly the same content, in the same period of time. Data collection: One test task was applied before and after the intervention; audio recordings; field notes and a double entry table to assess the degree of satisfaction. Data Analysis: Microsoft Excel and SPSS software. Results: During this research differences between learning through the implementation of the play strategy and performing working sheets, as well as the level of satisfaction were verified. Conclusions: Through playing activities, it was observed that children more easily appropriated the mathematical parameters presented, and that the level of satisfaction achieved was more positive than when using working sheets. In the latter case, some of the children maintained or increased their difficulties. This has proven that the playfulness was more pleasurable and facilitator of learning mathematics in this group of children.
Mathematics increasingly plays an important role since the early years of life, and it is necessary to give due importance to this area in Pre-School Education. To this end, teaching methods should be tailored to the age groups in order to create meaningful learning opportunities. The Pre-School Education is characterized by a fundamental initiation into the education of children in order to prepare them for the active life in society and, therefore, the teacher plays a key role throughout the development process. This study emerged in a pre-school setting, with a group of 16 five year old children; in order to appreciate various aspects related to the learning content in mathematics as well identify what is the most effective and more motivating method for learning. Issues and objectives: We assessed children's skills in the field of counting and recognizing numbers up to 20, and through adding and subtracting the numbers with a view to get a result equal to or less than 10. To evaluate what is the most effective method (games or working sheets) and to assess the degree of satisfaction of both learning methods. Methodology: The group was divided in two through a random process. One of the groups was subject to the completion of games and plays and the other to the use of working sheets, applying exactly the same content, in the same period of time. Data collection: One test task was applied before and after the intervention; audio recordings; field notes and a double entry table to assess the degree of satisfaction. Data Analysis: Microsoft Excel and SPSS software. Results: During this research differences between learning through the implementation of the play strategy and performing working sheets, as well as the level of satisfaction were verified. Conclusions: Through playing activities, it was observed that children more easily appropriated the mathematical parameters presented, and that the level of satisfaction achieved was more positive than when using working sheets. In the latter case, some of the children maintained or increased their difficulties. This has proven that the playfulness was more pleasurable and facilitator of learning mathematics in this group of children.
Description
Keywords
Aprendizagem Brincadeira Jogos Matemática Satisfação Learning Play Games Mathematics Satisfaction