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Explorar, brincar e aprender: as primeiras aventuras matemáticas
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| 1.74 MB | Adobe PDF |
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Abstract(s)
A introdução de conceitos matemáticos na infância é essencial para o desenvolvimento cognitivo, estabelecendo uma base sólida para aprendizagens futuras. O desafio do desinteresse por parte dos alunos pela matemática tem impulsionado a procura por estratégias eficazes desde cedo, onde o jogo emerge como uma promissora ferramenta, oferecendo uma abordagem envolvente e lúdica. A questão de partida para esta investigação é "De que modo(s) o jogo pode contribuir para o desenvolvimento de ideias matemáticas em crianças de dois e três anos de idade?". Os objetivos delineados incluem: introduzir conceitos matemáticos através de jogos adequados para crianças de dois e três anos de idade; compreender se os jogos matemáticos têm algum impacto na aprendizagem das crianças; despertar o interesse pela matemática de maneira divertida em crianças; compreender a importância do jogo no desenvolvimento de ideias matemáticas e identificar estratégias pedagógicas, adotadas com jogos, para o desenvolvimento das mesmas. Neste estudo, a metodologia adotada é de natureza interpretativa ou qualitativa e como instrumento de recolha de dados, utilizou-se a pesquisa bibliográfica, a análise de conteúdo, o inquérito por questionário, a observação direta, a criação de jogos matemáticos e as grelhas de observação. Apresenta-se enquadrado num design de estudo de natureza descritiva e interpretativa. Desta forma, aplicou-se um inquérito por questionário a educadores de infância (21 participantes) e a realização de seis jogos como proposta de intervenção com sete crianças de uma Instituição Particular de Solidariedade Social (IPSS). Identificou-se que jogos, como Legos e puzzles, são eficazes na introdução de conceitos matemáticos básicos, como contagem e reconhecimento de formas geométricas, enquanto também promovem habilidades cognitivas e sociais. Os educadores inquiridos adotam uma variedade de estratégias, incluindo a utilização de jogos já feitos e a criação de jogos próprios, com base em fontes de inspiração que incluem, tanto a experiência pessoal, quanto a literatura educacional. Em suma, os objetivos dos jogos matemáticos englobam o desenvolvimento cognitivo, motor, social e linguístico, demonstrando uma abordagem pedagógica abrangente e holística.
The introduction of mathematical concepts during childhood is essential for cognitive development, establishing a solid foundation for future learnings. The challenge of lack of interest in mathematics has driven the search for effective strategies from an early age, where the game emerges as a promising tool, offering an engaging and playful approach. The starting question for this investigation is "In what way(s) can the game contribute to the development of mathematical ideas in two and three year-old children?". The outlined objectives include: introducing mathematical concepts through games suitable for children aged two and three years; understand whether mathematical games have any impact on children's learning; awaken children's interest in mathematics in a fun way; understand the importance of the game in the development of mathematical ideas and identify pedagogical strategies, adopted with games, for their development. In this study, the adopted methodology is of interpretative or qualitative nature and as a data collection instrument, bibliographical research, content analysis, questionnaire survey, direct observation, the creation of mathematical games and observation grids were used. It fits in a study design of descriptive and interpretative natures. This way, a questionnaire survey was applied to childhood educators (21 participants) and six games were carried out as an intervention proposal with seven children from a Private Institution of Social Solidarity (IPSS). Games, such as Legos and puzzles, have been found to be effective in introducing basic mathematical concepts, such as counting and recognising geometric shapes, while also promoting cognitive and social skills. Educators adopt a variety of strategies, including using already made games and creating games of their own, based on sources of inspiration that include both personal experience and educational literature. The objectives of mathematical games encompass cognitive, motor, social and linguistic development, demonstrating a comprehensive and holistic pedagogical approach.
The introduction of mathematical concepts during childhood is essential for cognitive development, establishing a solid foundation for future learnings. The challenge of lack of interest in mathematics has driven the search for effective strategies from an early age, where the game emerges as a promising tool, offering an engaging and playful approach. The starting question for this investigation is "In what way(s) can the game contribute to the development of mathematical ideas in two and three year-old children?". The outlined objectives include: introducing mathematical concepts through games suitable for children aged two and three years; understand whether mathematical games have any impact on children's learning; awaken children's interest in mathematics in a fun way; understand the importance of the game in the development of mathematical ideas and identify pedagogical strategies, adopted with games, for their development. In this study, the adopted methodology is of interpretative or qualitative nature and as a data collection instrument, bibliographical research, content analysis, questionnaire survey, direct observation, the creation of mathematical games and observation grids were used. It fits in a study design of descriptive and interpretative natures. This way, a questionnaire survey was applied to childhood educators (21 participants) and six games were carried out as an intervention proposal with seven children from a Private Institution of Social Solidarity (IPSS). Games, such as Legos and puzzles, have been found to be effective in introducing basic mathematical concepts, such as counting and recognising geometric shapes, while also promoting cognitive and social skills. Educators adopt a variety of strategies, including using already made games and creating games of their own, based on sources of inspiration that include both personal experience and educational literature. The objectives of mathematical games encompass cognitive, motor, social and linguistic development, demonstrating a comprehensive and holistic pedagogical approach.
Description
Keywords
Jogo; Creche; Ideias matemáticas, Estratégias pedagógicas Game; Nursery; Mathematical ideas; Pedagogical strategies