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Publication
A dança criativa como recurso motivador para a aprendizagem da Matemática no 1º Ciclo do Ensino Básico
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| 3.94 MB | Adobe PDF |
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Abstract(s)
A dança, no âmbito da Educação, encontra-se no tema da Educação Artística, do currículo nacional do Ensino Básico (ME, 2018c). Esta ainda está a ganhar o seu espaço na Educação, contudo, ainda é uma área pouco utilizada nas escolas em Portugal. Ainda assim, a Educação Artística tem vindo a assumir uma maior responsabilidade, sendo, muitas vezes, utilizada para alicerçar as outras áreas fundamentais no ensino, como o Português, a Matemática e o Estudo do Meio.
Deste modo, o presente trabalho tem como intuito analisar a relação didática entre a dança e a Matemática, nomeadamente no 2.º e no 4.º ano do Ensino Básico e ainda considerar qual a importância que a Dança criativa pode ter na motivação dos alunos para aprendizagem. Com isto, apresenta-se um leque de atividades na área da dança, que abordam os conteúdos programáticos do tema da Matemática, facultando possíveis novas ferramentas e estratégias para os momentos de ensino-aprendizagem, a partir de uma abordagem interdisciplinar.
Para uma melhor compreensão e análise foi feito um estudo a partir do Modelo de Expetativa-Valor de Eccles e Wigfield (2002), de forma a compreender se a Dança criativa pode ser um recurso útil e motivador no processo de ensino-aprendizagem dos alunos.
Este projeto revelou ser positivo para os alunos, uma vez que descreveram, após as sessões, a Matemática como algo “divertido”. De acordo com o modelo de Expetativa-Valor (Eccles & Widfield, 2002), a opinião dos alunos pode associar-se à motivação extrínseca investida, a partir de estímulos externos. Neste contexto, os estímulos estavam associados a uma área que os alunos estimam: a dança.
Com isto, a Dança criativa pode ser, em contexto de ensino formal, uma área estimuladora que permite motivar e captar a atenção dos alunos para potenciar as aprendizagens dos conteúdos matemáticos.
Dance, within the scope of Education, is in the field of Artistic Education, of the national curriculum of Basic Education (ME, 2018c). This is still gaining ground in Education, however, it is still a little used area in schools in Portugal. Even so, Arts Education has come to assume greater responsibility, often being used to underpin other fundamental areas in teaching, such as Portuguese, Mathematics and Environmental Studies. In this way, the present work aims to analyze the didactic relationship between dance and Mathematics, namely in the 2nd and 4th years of Basic Education, and also to consider the importance that creative dance can have in motivating students. for learning. With this, a range of activities in the area of dance are presented, which address the syllabus of the Mathematics domain, providing possible new tools and strategies for teaching-learning moments, from an interdisciplinary approach. For a better understanding and analysis, a study was carried out based on the Expectation-Value Model of Eccles and Wigfield (2002), in order to understand whether creative dance can be a useful and motivating resource in the students' teaching-learning process. This project proved to be positive for the students, as they described, after the sessions, Mathematics as something “fun”. According to the Expectation-Value model (Eccles & Widfield, 2002), the students' opinion can be associated with invested extrinsic motivation, based on external stimuli. In this context, the stimuli were associated with an area that students value: dance. With this, creative dance can be, in the context of formal education, a stimulating area that allows motivating and capturing students' attention to enhance the learning of mathematical content
Dance, within the scope of Education, is in the field of Artistic Education, of the national curriculum of Basic Education (ME, 2018c). This is still gaining ground in Education, however, it is still a little used area in schools in Portugal. Even so, Arts Education has come to assume greater responsibility, often being used to underpin other fundamental areas in teaching, such as Portuguese, Mathematics and Environmental Studies. In this way, the present work aims to analyze the didactic relationship between dance and Mathematics, namely in the 2nd and 4th years of Basic Education, and also to consider the importance that creative dance can have in motivating students. for learning. With this, a range of activities in the area of dance are presented, which address the syllabus of the Mathematics domain, providing possible new tools and strategies for teaching-learning moments, from an interdisciplinary approach. For a better understanding and analysis, a study was carried out based on the Expectation-Value Model of Eccles and Wigfield (2002), in order to understand whether creative dance can be a useful and motivating resource in the students' teaching-learning process. This project proved to be positive for the students, as they described, after the sessions, Mathematics as something “fun”. According to the Expectation-Value model (Eccles & Widfield, 2002), the students' opinion can be associated with invested extrinsic motivation, based on external stimuli. In this context, the stimuli were associated with an area that students value: dance. With this, creative dance can be, in the context of formal education, a stimulating area that allows motivating and capturing students' attention to enhance the learning of mathematical content
Description
Keywords
Dança criativa, aprendizagem interdisciplinar, Matemática, motivação, modelo de expetativa-valor Creative dance, interdisciplinary learning, Mathematics, motivation, expectation-value model