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Articulação curricular para a aprendizagem da língua e da matemática: uma proposta para o 4.º ano de escolaridade
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Abstract(s)
O estudo apresentado no presente relatório de investigação surge no
âmbito da unidade curricular de Estágio IV do Mestrado em Educação PréEscolar e Ensino do 1.º Ciclo do Ensino Básico. Centra-se no tema da
articulação curricular entre a língua e a matemática, mais especificamente no
que diz respeito à escrita e à geometria e medida, tendo sido desenvolvido
numa turma do 4.º ano do 1.º Ciclo do Ensino Básico.
Assim, a questão definida para este estudo foi “De que forma uma
proposta de articulação curricular desenvolvida numa turma do 4.º ano de
escolaridade contribui para a aprendizagem da língua e da matemática?” e
é orientada por dois objetivos que visam compreender: (i) de que forma a
divulgação da cidade representada pela maquete contribui para o
desenvolvimento de competências de escrita e, (ii) o modo como a construção
da maquete de uma cidade contribui para a aprendizagem de conceitos e
procedimentos geométricos e de medida.
A metodologia utilizada foi de natureza qualitativa. No que diz
respeito à recolha e análise de dados, as técnicas utilizadas foram a
observação participante e a recolha documental e a técnica de análise de dados
à qual se recorreu foi a análise de conteúdo.
Relativamente aos principais resultados obtidos e conclusões deste
estudo, é possível aferir que através da proposta de articulação curricular
desenvolvida foi possível desenvolver conteúdos de geometria e medida,
nomeadamente relativos aos sólidos geométricos, área e comprimento e, na
área do português, competências de escrita a partir da divulgação da cidade
construída através do género textual do folheto.
The study presented in this research report appears within the scope of the “Estágio IV” curricular unit of the Master’s Degree in Preschool and Primary Education. It is centered in the theme of curricular articulation between language and mathematics, more specifically geometry, measurment and writing. The study was developed in a 4th grade of Primary Education class. Thus, the research question in this study was “How does a proposal in curricular articulation, developed in a 4th grade class, contribute to the learning experience of language and mathematics?”. The research question is oriented by two objectives that aim to understand: (i) how promoting the city represented by the model contributes to the development of writing skills and (ii) the way in which the construction of a city model contributes to the learning of geometric and measurement concepts and procedures. The methodology used was qualitative in nature. With regard to data collection and analysis, the techniques used were participant observation and documentary collection and the data analysis technique used was content analysis. Regarding the main results and conclusions of this study, it is possible to conclude that, through the proposed curricular articulation developed, it was possible to develop geometry and measurement content, particularly related to geometric solids, area and length and, in the area of portuguese, writing skills starting from the dissemination of the city built through the textual genre of the leaflet.
The study presented in this research report appears within the scope of the “Estágio IV” curricular unit of the Master’s Degree in Preschool and Primary Education. It is centered in the theme of curricular articulation between language and mathematics, more specifically geometry, measurment and writing. The study was developed in a 4th grade of Primary Education class. Thus, the research question in this study was “How does a proposal in curricular articulation, developed in a 4th grade class, contribute to the learning experience of language and mathematics?”. The research question is oriented by two objectives that aim to understand: (i) how promoting the city represented by the model contributes to the development of writing skills and (ii) the way in which the construction of a city model contributes to the learning of geometric and measurement concepts and procedures. The methodology used was qualitative in nature. With regard to data collection and analysis, the techniques used were participant observation and documentary collection and the data analysis technique used was content analysis. Regarding the main results and conclusions of this study, it is possible to conclude that, through the proposed curricular articulation developed, it was possible to develop geometry and measurement content, particularly related to geometric solids, area and length and, in the area of portuguese, writing skills starting from the dissemination of the city built through the textual genre of the leaflet.
Description
Keywords
Articulação curricular Geometria Medida Escrita Curricular articulation Geometry Measure Writting