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Noções matemáticas de crianças em creche: uma abordagem num contexto de educação STEAM
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O presente Relatório Final descreve uma investigação de natureza qualitativa,
de cariz descritivo e interpretativo, realizada com crianças em contexto de Creche, com
idades entre os 2 e os 3 anos. A investigação realizada, no âmbito das unidades
curriculares de Prática Educativa do Mestrado em Educação Pré-Escolar, visa estimular
aprendizagens matemáticas nas crianças, a partir de um contexto interdisciplinar e
proceder à sua análise através de representações do pensamento.
Inicia com um breve enquadramento dos estágios pedagógicos decorridos no
âmbito da Prática Educativa, sendo dada maior ênfase à caracterização e análise reflexiva
do processo de estágio realizado em Creche, no qual decorreu a investigação.
De seguida são apresentados os objetivos e questões que o norteiam, a
fundamentação teórica dos temas envolvidos para dar resposta ao problema: “De que
modo podem ser promovidas aprendizagens matemáticas, em crianças de dois e três anos
de idade, num contexto interdisciplinar envolvendo a Educação STEAM?”. A análise dos
dados evidencia os conceitos matemáticos desenvolvidos durante a implementação do
cenário de aprendizagem criado, realizados de acordo com documentos de referência
sobre aprendizagens matemáticas nos primeiros anos. Os resultados destacam a
influência do cenário de aprendizagem e a sua condução pela Investigadora como aspetos
essenciais no estímulo de noções matemáticas, de forma natural e significativa, através
de uma abordagem STEAM.
This Final Report describes a qualitative, descriptive and interpretative investigation carried out with children aged between 2 and 3 in a Pre-kindergarten school setting. The research, carried out as part of the Educational Practice curricular units of the Master's Degree in Pre-School Education, aims to stimulate mathematical learning in children, from an interdisciplinary context, and to analyze it through representations of thought. It begins with a brief overview of the pedagogical internships that took place within the scope of Educational Practice, with a greater emphasis on the characterization and reflective analysis of the internship process carried out in Pre-kindergarten, where the research took place. Next, the objectives and guiding questions are presented, as well as the theoretical basis of the issues involved in answering the problem: “How can mathematical learning be promoted in children with two and three-year-olds in an interdisciplinary context involving STEAM education?”. The data analysis emphasizes the mathematical concepts developed during the implementation of the learning scenario created, carried out in accordance with reference documents on mathematical learning in the early years. The results highlight the influence of the learning scenario and its implementation by the researcher as essential aspects in stimulating mathematical notions in a natural and meaningful way through a STEAM approach.
This Final Report describes a qualitative, descriptive and interpretative investigation carried out with children aged between 2 and 3 in a Pre-kindergarten school setting. The research, carried out as part of the Educational Practice curricular units of the Master's Degree in Pre-School Education, aims to stimulate mathematical learning in children, from an interdisciplinary context, and to analyze it through representations of thought. It begins with a brief overview of the pedagogical internships that took place within the scope of Educational Practice, with a greater emphasis on the characterization and reflective analysis of the internship process carried out in Pre-kindergarten, where the research took place. Next, the objectives and guiding questions are presented, as well as the theoretical basis of the issues involved in answering the problem: “How can mathematical learning be promoted in children with two and three-year-olds in an interdisciplinary context involving STEAM education?”. The data analysis emphasizes the mathematical concepts developed during the implementation of the learning scenario created, carried out in accordance with reference documents on mathematical learning in the early years. The results highlight the influence of the learning scenario and its implementation by the researcher as essential aspects in stimulating mathematical notions in a natural and meaningful way through a STEAM approach.
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Noções Matemáticas Creche Educação STEAM Recursos Pedagógicos Trajetórias de Aprendizagem Mathematical notions Pre-Kindergarten STEAM Education Pedagogical Resources Learning Trajectories