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Conceções de Encarregados de Educação e Educadores de Infância sobre a Importância de Matemática na Educação Pré-escolar
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| 2.16 MB | Adobe PDF |
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Abstract(s)
Investigação recente sobre a aprendizagem das crianças em idade pré-escolar tem demonstrado a importância das primeiras experiências com a matemática. Um ambiente que promova o contacto com a matemática, em atividades simples do dia-a-dia, como jogos, brincadeiras e atividades lúdicas, tanto na escola como em casa, com a família, é fundamental para que criança desenvolva a sua confiança, curiosidade, imaginação e persistência, contribuindo também para o seu futuro sucesso, académico e profissional.
O objetivo geral do estudo é analisar as atitudes relativas à matemática, dos educadores de infâncias e dos encarregados de educação, com crianças em idade pré-escolar, e interpretar as suas conceções sobre os diferentes aspetos relativos à educação matemática. Assumimos um paradigma interpretativo e um design de estudo de caso. Como instrumentos de recolha de dados foram utilizados dois questionários: um aplicado a 118 educadores de infância e outro a 108 encarregados de educação.
Os resultados relativos às conceções dos educadores de infância sobre a educação matemática no pré-escolar demonstram que estes valorizam, de forma geral, que a educação da matemática se deve iniciar no pré-escolar e que as crianças devem ser motivadas a trabalhar a matemática. Por outro lado, os encarregados de educação, no geral, embora não excluam a possibilidade de trabalhar a matemática no pré-escolar, consideram que essa será uma responsabilidade maioritariamente dos professores do 1º ciclo, e não dos educadores de infância.
O estudo permitiu concluir que as conceções dos educadores de infância e dos encarregados de educação não são concordantes, existindo um longo caminho a percorrer na mudança de mentalidades face à abordagem da matemática na educação pré-escolar, destacando-se a importância de uma maior interligação entre a escola, educadores e famílias.
Recent research on pre-school children’s learning has demonstrated the importance of early experiences with mathematics. An environment that promotes the contact with mathematics in simple everyday activities, such as games, play and ludic activities, both at school and at home, with the family, is fundamental for children to develop their confidence, curiosity, imagination and persistence, also contributing to their future academic and professional success. The main aim of the study is to analyze early childhood educators and parents’ attitudes towards mathematics, concerning preschoolers, and to understand their views on the different aspects of mathematics education. We assumed an interpretative paradigm and a case study research design. Data was collected through two questionnaires: one to 118 childhood educators and another to 108 parents. The results of the conceptions of early childhood educators on pre-school mathematics’ education show that they value the beginning of mathematics education in pre-school and that child should be motivated to work with mathematics. On the other hand, parents, in general, although they do not exclude the possibility of working mathematics in preschool, consider that this will be a primary responsibility of first cycle teachers, and not of the kindergarten teachers. The conclusion of the study is that the conceptions of early childhood educators and parents are not similar, and a long way to change conceptions towards the approach of the mathematics in pre-school education is needed, being emphasized the importance of a greater interconnection between school, educators and families.
Recent research on pre-school children’s learning has demonstrated the importance of early experiences with mathematics. An environment that promotes the contact with mathematics in simple everyday activities, such as games, play and ludic activities, both at school and at home, with the family, is fundamental for children to develop their confidence, curiosity, imagination and persistence, also contributing to their future academic and professional success. The main aim of the study is to analyze early childhood educators and parents’ attitudes towards mathematics, concerning preschoolers, and to understand their views on the different aspects of mathematics education. We assumed an interpretative paradigm and a case study research design. Data was collected through two questionnaires: one to 118 childhood educators and another to 108 parents. The results of the conceptions of early childhood educators on pre-school mathematics’ education show that they value the beginning of mathematics education in pre-school and that child should be motivated to work with mathematics. On the other hand, parents, in general, although they do not exclude the possibility of working mathematics in preschool, consider that this will be a primary responsibility of first cycle teachers, and not of the kindergarten teachers. The conclusion of the study is that the conceptions of early childhood educators and parents are not similar, and a long way to change conceptions towards the approach of the mathematics in pre-school education is needed, being emphasized the importance of a greater interconnection between school, educators and families.
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Keywords
Matemática; Educação Pré-Escolar; Educadores de Infância, Encarregados de Educação; Conceções. Mathematics; Pre-school education; Childhood Educators; Parents; Conceptions