Loading...
Publication
Articulação curricular entre Português e Matemática: uma experiência numa turma do 3.º ano de escolaridade
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 16.62 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório documenta um estudo realizado no âmbito de uma
intervenção pedagógica desenvolvida numa turma do 3.º ano do 1.º Ciclo do Ensino
Básico, no contexto da Unidade Curricular de Estágio no 1.º e no 2.º Ciclos. A
investigação centrou-se na articulação curricular entre Português e Matemática,
explorando como tarefas integradoras, baseadas em literatura infantil, contribuem para
o desenvolvimento de competências de escrita e resolução de problemas. Para tal, foi
implementada uma sequência didática estruturada em torno de um livro de literatura
infantil, com atividades que articularam as duas áreas curriculares.
A intervenção pedagógica baseou-se num álbum ilustrado, articulando, entre
outros, géneros textuais (notícia) e conteúdos matemáticos (grandezas monetárias e
cálculo com números decimais) em tarefas contextualizadas sobre educação financeira.
O projeto foi desenvolvido ao longo de várias sessões através de um guião de leitura,
com atividades estruturadas em pré-leitura, leitura e pós-leitura.
Os resultados demonstram progressos significativos dos alunos, tanto na escrita
de textos informativos como na resolução de problemas matemáticos contextualizados.
Os alunos evidenciaram ainda uma maior consciência crítica sobre Educação
Financeira, nomeadamente no planeamento de compras e na análise de promoções.
Conclui-se que a articulação entre Português e Matemática, mediada por
literatura infantil, promoveu aprendizagens significativas e transversais. Este estudo
reafirma a importância de práticas pedagógicas interdisciplinares que integrem áreas
curriculares, enriquecendo o processo educativo e formando alunos mais autónomos e
críticos.
This report documents a study conducted as part of a pedagogical intervention in a 3rd-grade class of Primary Education, within the scope of the Internship Course Unit. The research focused on the curricular articulation between Portuguese and Mathematics, exploring how integrative tasks based on children's literature contribute to the development of writing skills and problem-solving abilities. To this end, a didactic sequence was implemented, structured around a picture book, with activities that connected the two curricular areas. The pedagogical intervention relied on the picture book as a central resource, integrating textual genres (news) and mathematical content (monetary values and decimal calculations) into contextualized tasks on financial literacy. The project was carried out over several sessions using a reading guide, with activities organized into pre-reading, reading, and post-reading stages. The results demonstrate significant progress among students, both in writing informational texts and solving contextualized mathematical problems. Students also showed increased critical awareness of financial literacy, particularly in shopping planning and analyzing promotions. It is concluded that the articulation between Portuguese and Mathematics, mediated by children's literature, promoted meaningful and transversal learning. This study reinforces the importance of interdisciplinary pedagogical practices that integrate curricular areas, enriching the educational process and fostering more autonomous and critical students
This report documents a study conducted as part of a pedagogical intervention in a 3rd-grade class of Primary Education, within the scope of the Internship Course Unit. The research focused on the curricular articulation between Portuguese and Mathematics, exploring how integrative tasks based on children's literature contribute to the development of writing skills and problem-solving abilities. To this end, a didactic sequence was implemented, structured around a picture book, with activities that connected the two curricular areas. The pedagogical intervention relied on the picture book as a central resource, integrating textual genres (news) and mathematical content (monetary values and decimal calculations) into contextualized tasks on financial literacy. The project was carried out over several sessions using a reading guide, with activities organized into pre-reading, reading, and post-reading stages. The results demonstrate significant progress among students, both in writing informational texts and solving contextualized mathematical problems. Students also showed increased critical awareness of financial literacy, particularly in shopping planning and analyzing promotions. It is concluded that the articulation between Portuguese and Mathematics, mediated by children's literature, promoted meaningful and transversal learning. This study reinforces the importance of interdisciplinary pedagogical practices that integrate curricular areas, enriching the educational process and fostering more autonomous and critical students
Description
Keywords
Articulação curricular Português Matemática Educação Financeira Sequência didática Curricular articulation Portuguese Mathematics Financial Literacy Didactic sequence