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O Desenvolvimento do número em contexto de educação pré-escolar: da identificação de quantidades às operações aritméticas elementares
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O presente Relatório Final, desenvolvido no âmbito das unidades curriculares de Prática Educativa do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, descreve uma investigação de natureza qualitativa, realizada com crianças em contexto de Educação Pré-Escolar, com idades compreendidas entre os 3 e os 6 anos. A investigação desenvolvida tem como principal objetivo responder ao problema: De que modo podem ser promovidas aprendizagens sobre o número e primeiras operações aritméticas, em crianças no contexto de Educação Pré-Escolar? Para tal, foi planeado um cenário pedagógico, integrando várias experiências educativas, para promover aprendizagens sobre o número, nomeadamente sobre o subitizing, a contagem e a comparação de quantidades, bem como sobre as operações aritméticas elementares adição e subtração. Os resultados evidenciam competências e dificuldades das crianças relativamente aos conceitos matemáticos envolvidos, ajustadas, no geral, ao nível de desenvolvimento cognitivo expetável de crianças com as idades em questão.
Este trabalho integra igualmente uma componente reflexiva centrada, em particular, no percurso de estágio em contexto de Educação Pré-Escolar, na qual são evidenciadas aprendizagens significativas que contribuíram para o crescimento académico, profissional e pessoal da estagiária. Da mobilização e reflexão crítica ficou a identidade e competência, necessárias para que a mestranda e futura educadora, alie conhecimento, ciência e criatividade enquanto é educadora.
This Final Report, developed within the scope of the Educational Practice course units of the Master's Degree in Preschool Education and Primary Education, describes qualitative research carried out with children aged between 3 and 6 years old in a pre-school education context. The main objective of the research is to answer the question: How can learning about numbers and basic arithmetic operations be promoted in children in a Preschool Education context? To this end, a pedagogical scenario was planned, integrating various educational experiences to promote learning about numbers, namely subitizing, counting, and comparing quantities, as well as the elementary arithmetic operations addition and subtraction. The results highlight the children's skills and difficulties in relation to the mathematical concepts involved, which are consistent with and appropriate to the expected stage of cognitive development of children of the ages in question. This work also includes a reflective component focused on the internship experience in Preschool Education context, in which significant learning experiences that contributed to the trainee’s academic, professional, and personal development are highlighted. The mobilisation and critical reflection resulted in the identity and competence necessary for the master's student and future teacher to combine knowledge, science and creativity in her role as an educator.
This Final Report, developed within the scope of the Educational Practice course units of the Master's Degree in Preschool Education and Primary Education, describes qualitative research carried out with children aged between 3 and 6 years old in a pre-school education context. The main objective of the research is to answer the question: How can learning about numbers and basic arithmetic operations be promoted in children in a Preschool Education context? To this end, a pedagogical scenario was planned, integrating various educational experiences to promote learning about numbers, namely subitizing, counting, and comparing quantities, as well as the elementary arithmetic operations addition and subtraction. The results highlight the children's skills and difficulties in relation to the mathematical concepts involved, which are consistent with and appropriate to the expected stage of cognitive development of children of the ages in question. This work also includes a reflective component focused on the internship experience in Preschool Education context, in which significant learning experiences that contributed to the trainee’s academic, professional, and personal development are highlighted. The mobilisation and critical reflection resulted in the identity and competence necessary for the master's student and future teacher to combine knowledge, science and creativity in her role as an educator.
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Número Subitizing Contagem Operações Aritméticas Elementares Educação Pré-Escola Counting Elementary Arithmetic Operations Preschool Education. Number