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O número e as primeiras operações aritméticas: uma experiência educativa em contexto de educação pré-escolar
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O presente Relatório Final foi realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e divide-se em duas partes fundamentais: a componente investigativa e a componente reflexiva.
Este trabalho visa apresentar uma investigação de natureza qualitativa, desenvolvida com um grupo de crianças em contexto de Educação Pré-Escolar, acompanhadas durante a realização do estágio curricular nessa etapa educativa, bem como caracterizar e contextualizar o percurso da Educadora Estagiária no referido estágio. A investigação teve como principal intencionalidade promover a aplicação e o desenvolvimento de aprendizagens matemáticas, envolvendo a noção de número e operações aritméticas elementares, em crianças com idades compreendidas entre os quatro e os seis anos, e sustentou-se no problema: De que modo podem ser promovidas aprendizagens envolvendo o número e primeiras operações aritméticas, em crianças no contexto de Educação Pré-Escolar? Os resultados do estudo apontam para uma influência positiva do cenário educativo planeado e implementado no estímulo de noções envolvendo o número e suas aplicações, bem como na resolução de problemas em contextos significativos para as crianças.
A componente reflexiva apresentada neste relatório centra-se na caracterização e análise do percurso da Educadora Estagiária ao longo do estágio, sendo evidenciadas inseguranças e aprendizagens significativas que contribuíram para o seu desenvolvimento profissional.
This Final Report was carried out within the scope of the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education and is divided into two fundamental parts: the investigative component and the reflective component. This work aims to present a qualitative study developed with a group of children in a Preschool Education context, accompanied throughout the curricular internship in that educational stage, as well as to describe and contextualize the trajectory of the Training Teacher during the internship. The main purpose of the investigation was to promote the application and development of mathematical learning involving the notion of number and elementary arithmetic operations in children aged between four and six years, and it was guided by the following research question: In what ways can learning involving number and the first arithmetic operations be promoted in children within a Preschool Education context? The results of the study highlight the positive influence of the planned and implemented educational scenario in stimulating notions involving number and its applications, as well as in problem-solving within meaningful contexts for the children. The reflective component presented in this report focuses on characterizing and analyzing the Trainee Educator's journey throughout the internship, highlighting insecurities and significant learning experiences that contributed to her professional development.
This Final Report was carried out within the scope of the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education and is divided into two fundamental parts: the investigative component and the reflective component. This work aims to present a qualitative study developed with a group of children in a Preschool Education context, accompanied throughout the curricular internship in that educational stage, as well as to describe and contextualize the trajectory of the Training Teacher during the internship. The main purpose of the investigation was to promote the application and development of mathematical learning involving the notion of number and elementary arithmetic operations in children aged between four and six years, and it was guided by the following research question: In what ways can learning involving number and the first arithmetic operations be promoted in children within a Preschool Education context? The results of the study highlight the positive influence of the planned and implemented educational scenario in stimulating notions involving number and its applications, as well as in problem-solving within meaningful contexts for the children. The reflective component presented in this report focuses on characterizing and analyzing the Trainee Educator's journey throughout the internship, highlighting insecurities and significant learning experiences that contributed to her professional development.
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Número subitizing contagem operações aritméticas Educação Pré-Escolar Number counting arithmetic operations Preschool Education