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O jogo e a relação com a matemática
| Name: | Description: | Size: | Format: | |
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| 2.29 MB | Adobe PDF |
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Abstract(s)
O presente trabalho decorre de um projeto desenvolvido, durante três meses, no âmbito da unidade curricular Estágio III, integrada no Mestrado em Educação Pré-Escolar e 1º Ciclo do Ensino Básico. O seu objetivo é compreender potencialidades dos jogos no contexto da aprendizagem da Matemática. Neste âmbito, defini as seguintes questões: como se relacionam os alunos com a Matemática? Como experienciam a exploração de jogos quando trabalham em Matemática? No enquadramento teórico centro-me, em primeiro lugar, em aspetos gerais relacionados com o ensino e a aprendizagem da Matemática. Em segundo lugar, foco-me nos jogos no ensino e aprendizagem da Matemática, abordando o significado de jogo, tipos de jogos, relações entre o jogo e a atividade Matemática e potencialidades dos jogos para a aprendizagem da Matemática. Quanto à metodologia, o estudo enquadra-se numa abordagem qualitativa de investigação e constitui uma investigação sobre a prática. Neste contexto, concebi e concretizei uma intervenção pedagógica durante a qual alunos do 4º ano de escolaridade exploraram jogos de diversos tipos. Todos os jogos escolhidos tinham a intenção de despertar o interesse dos alunos para aprender Matemática e estavam relacionados com o tema Números e Operações. Os dados empíricos foram recolhidos através da observação participante e da recolha documental. Estes dados foram posteriormente objeto de análise de conteúdo orientada por categorias temáticas. Os resultados da investigação revelam que alguns alunos gostam de Matemática, mas que a maioria não se sente à vontade com esta disciplina, nomeadamente devido a dificuldades que experienciam. A referência a dificuldades é feita, também, por alunos que dizem gostar de Matemática. Os jogos foram encarados pelos alunos como um desafio e em qualquer momento de jogo (no início, no meio ou no fim), maioritariamente, referiram sentir-se contentes ou fascinados.
The following work results from a project developed over three months related with the discipline “Estágio III”, integrated in the Master’s degree course of “Educação Pré-escolar e 1º Ciclo do Ensino Básico”. Its main objective is to understand the potential of games in the learning of Mathematics. According to this objective I have defined the following two questions: How do the students (children) related themselves with mathematic? How they experience the usage of games while working with mathematic? During the theoretical assessment the focus was, in first place, related with the teaching and the learning of mathematic and then, one a second stage, related with the games used on teaching. The meaning of the game, the type, relation between the game and mathematic and the games potential on teaching mathematic are also discussed within this scope. Related to methodology, this study uses a qualitative method of investigation with a practical approach. It is based on a pedagogical intervention on 4th grade students where they explored games of different types. All the chosen games had the intension to awake the interest in students in learning mathematic and were related with numbers and the number operations. The empirical data was collected through present observation and documental recording and was analyzed according thematic categories. The investigation results showed that some students like mathematic but the big majority don’t feel comfortable dealing with this discipline due to the experienced difficulties. This difficulties are also appointed by some students that like mathematic. The games were recognized by the students as a challenge and at some point during the game they expressed happiness or fascination.
The following work results from a project developed over three months related with the discipline “Estágio III”, integrated in the Master’s degree course of “Educação Pré-escolar e 1º Ciclo do Ensino Básico”. Its main objective is to understand the potential of games in the learning of Mathematics. According to this objective I have defined the following two questions: How do the students (children) related themselves with mathematic? How they experience the usage of games while working with mathematic? During the theoretical assessment the focus was, in first place, related with the teaching and the learning of mathematic and then, one a second stage, related with the games used on teaching. The meaning of the game, the type, relation between the game and mathematic and the games potential on teaching mathematic are also discussed within this scope. Related to methodology, this study uses a qualitative method of investigation with a practical approach. It is based on a pedagogical intervention on 4th grade students where they explored games of different types. All the chosen games had the intension to awake the interest in students in learning mathematic and were related with numbers and the number operations. The empirical data was collected through present observation and documental recording and was analyzed according thematic categories. The investigation results showed that some students like mathematic but the big majority don’t feel comfortable dealing with this discipline due to the experienced difficulties. This difficulties are also appointed by some students that like mathematic. The games were recognized by the students as a challenge and at some point during the game they expressed happiness or fascination.
Description
Keywords
Relação com a matemática Aprendizagem da matemática Jogos Relation with mathematic Learning mathematics Games Relatório de projeto de investigação Relatório de estágio