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O jogo promotor de aprendizagens matemáticas na Educação Pré-Escolar
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O relatório final da unidade curricular Prática e Intervenção Supervisionada em Jardim de Infância apresenta uma reflexão sobre o trabalho desenvolvido numa sala de Jardim de Infância localizada no distrito de Portalegre, concelho de Ponte de Sor, na freguesia de Montargil. Este estudo enfatiza a importância do jogo na aprendizagem da Matemática na Educação Pré-Escolar, destacando o lúdico como promotor da compreensão de noções geométricas e do desenvolvimento de processos matemáticos.
Através da análise e da interpretação das respostas, resoluções e ações das crianças, o presente trabalho pretende refletir sobre as intencionalidades, finalidades e sentidos da prática pedagógica na intervenção com crianças em contexto de jardim de infância. Apresentam-se as planificações que guiaram as tomadas de decisões, baseadas na observação de cada criança e do grupo, respeitando os diferentes ritmos, estratégias e formas de resolução, no âmbito de um processo de investigação-ação orientado pela análise e reflexão da prática.
This final report of the curricular unit Supervised Practice and Intervention in Kindergarten presents a reflective analysis of the work developed in a kindergarten classroom located in the district of Portalegre, municipality of Ponte de Sor, parish of Montargil. This study emphasises the importance of play in the learning of Mathematics in Early Childhood Education, highlighting playful activities as facilitators of the understanding of geometric concepts and the development of mathematical processes. Through the analysis and interpretation of children’s responses, strategies, and actions, this work aims to reflect on the intentions, purposes, and meanings underlying pedagogical practice during the intervention in a kindergarten context. The planning documents that guided pedagogical decision-making are presented, based on the observation of each child and the group as a whole. These plans aim to promote progression in mathematical learning while respecting children’s different learning rhythms, strategies, and problem-solving approaches, within an action-research process oriented by the analysis and reflection of practice.
This final report of the curricular unit Supervised Practice and Intervention in Kindergarten presents a reflective analysis of the work developed in a kindergarten classroom located in the district of Portalegre, municipality of Ponte de Sor, parish of Montargil. This study emphasises the importance of play in the learning of Mathematics in Early Childhood Education, highlighting playful activities as facilitators of the understanding of geometric concepts and the development of mathematical processes. Through the analysis and interpretation of children’s responses, strategies, and actions, this work aims to reflect on the intentions, purposes, and meanings underlying pedagogical practice during the intervention in a kindergarten context. The planning documents that guided pedagogical decision-making are presented, based on the observation of each child and the group as a whole. These plans aim to promote progression in mathematical learning while respecting children’s different learning rhythms, strategies, and problem-solving approaches, within an action-research process oriented by the analysis and reflection of practice.
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Educação Pré-Escolar Matemática Geometria Processos Matemáticos Jogo Early Childhood Education Mathematics Geometry Mathematical Processes Games