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DA BIBLIOTECA ESCOLAR PARA AS APRENDIZAGENS MATEMÁTICASUm estudo com crianças de creche e pré-escolar
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Advisor(s)
Abstract(s)
O presente relatório insere-se no âmbito da prática pedagógica supervisionada do Mestrado de Qualificação para a Docência em Educação Pré-Escolar e pretende refletir sobre a prática desenvolvida decorrida entre o mês de outubro e janeiro, assim como analisar a evolução dos grupos perante a temática abordada. A matemática faz parte da vida e do dia-a-dia de todos nós desde cedo, embora existam vários preconceitos relacionados com esta disciplina, é necessário mudar mentalidades e começar desde cedo. O recurso a histórias pode tornar a aprendizagem de matemática numa forma lúdica e divertida, permitindo à criança atribuir sentidos às aprendizagens matemáticas, colocando de parte o receio que as mesmas têm relativamente a esta área. A Biblioteca Escolar tem o papel de promover o contato com o livro e despertar na criança o gosto por histórias. Deve ser vista como parte integrante de uma escola e contribuir para a aquisição de conhecimentos por parte das crianças. Esta investigação encontra-se sustentada por um design de estudo de caso, do paradigma interpretativo, através da qual se pretende observar e refletir consoante as observações realizadas. Assim sendo, os instrumentos utilizados são diversos como, a observação, o diário de bordo, as conversas informais, a recolha documental e as entrevistas semiestruturadas. Assim, pretende-se com este trabalho perceber a importância que a Biblioteca Escolar pode ter nas aprendizagens significativas da criança, nomeadamente na área da matemática. Os resultados apresentados evidenciam a forma como as histórias, promovidas pela Biblioteca Escolar e lidas durante a Hora do Conto, foram utilizadas pelas educadoras em creche e pré-escolar, iluminado a existência de uma mudança quanto à importância dessas histórias no desenvolvimento matemático de cada criança.
This report is part of the pre-service training practice of the Master in Qualification in Preschool Education. It intends to reflect on the practice developed during October, 2016 and January, 2017, as well as to analyze the evolution of the groups who worked with us. Mathematics is part of our everyday life since a very young age. Although, there are some negatives ideas about this subject, it is necessary to change the way the children and people think about it and start early. Using stories as a teaching tool could be a fun way to learn mathematics, allowing children to give meanings to the mathematical learning, dissipating their fears towards this subject. School libraries have the very important role in promoting children's contact with books and establishing their reading habits from a young age, by awakening a passion for stories. They must, therefore, be regarded as an integral part of knowledge appropriation in early childhood. This research is based on a case study design, from the interpretative paradigm, through which we aim to observe and reflect through observation. Several methods have been used, such as observation, researcher’s diary, informal conversations, documents and semi-structured interviews. The aim of this research is to understand the importance of school libraries can have in children's learning, namely in Mathematics. The results illustrated the way storytelling, promoted by school libraries during Story Time, can be used by preschool teachers, highlighting the existence of changes regarding the importance of these stories in the development of children, namely in mathematics learning.
This report is part of the pre-service training practice of the Master in Qualification in Preschool Education. It intends to reflect on the practice developed during October, 2016 and January, 2017, as well as to analyze the evolution of the groups who worked with us. Mathematics is part of our everyday life since a very young age. Although, there are some negatives ideas about this subject, it is necessary to change the way the children and people think about it and start early. Using stories as a teaching tool could be a fun way to learn mathematics, allowing children to give meanings to the mathematical learning, dissipating their fears towards this subject. School libraries have the very important role in promoting children's contact with books and establishing their reading habits from a young age, by awakening a passion for stories. They must, therefore, be regarded as an integral part of knowledge appropriation in early childhood. This research is based on a case study design, from the interpretative paradigm, through which we aim to observe and reflect through observation. Several methods have been used, such as observation, researcher’s diary, informal conversations, documents and semi-structured interviews. The aim of this research is to understand the importance of school libraries can have in children's learning, namely in Mathematics. The results illustrated the way storytelling, promoted by school libraries during Story Time, can be used by preschool teachers, highlighting the existence of changes regarding the importance of these stories in the development of children, namely in mathematics learning.
Description
Keywords
Creche Educação Pré-Escolar Biblioteca Escolar Literacia Matemática Early Childhood Education Preschool Education School Library Literacy Mathematics