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Vamos descomplicar a matemática
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.07 MB | Adobe PDF |
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Abstract(s)
O presente relatório implementa-se no âmbito da prática pedagógica supervisionada do Mestrado de Qualificação para a Docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, e tem como principal objetivo a reflexão sobre a prática pedagógica desenvolvida durante os três semestres, mostrando a relevância que a utilização de materiais manipuláveis tem nas aprendizagens matemáticas.
A matemática assume um papel relevante no currículo e no percurso escolar de cada criança e aluno, pois possibilita o desenvolvimento de diversas capacidades e competências. Porém, nos dias de hoje, as crianças e alunos tendem a construir representações sociais negativas sobre a matemática, o que, por vezes, condiciona o seu envolvimento tanto nas próprias atividades como nas próprias aprendizagens. Nesse sentido, o recurso à utilização de materiais manipuláveis, estruturados e não estruturados, poderá ser uma ferramenta que facilite a aprendizagem matemática ao nível da apropriação do conhecimento (matemático), bem como o desenvolvimento de capacidades e competências (matemáticas).
A presente investigação enquadra-se num design de investigação-ação, no paradigma interpretativo, onde a partir do mesmo se pretende observar, planificar, intervir e refletir, tendo em conta o problema em estudo e as questões de investigação que emergiram do mesmo. Os participantes foram um grupo de crianças do pré-escolar, uma turma do 4.º ano de escolaridade e a educadora/professora/investigadora. Os instrumentos de recolha de dados utilizados foram a observação, o diário de bordo, as conversas informais e a recolha documental.
Os resultados iluminam a importância da utilização dos materiais manipuláveis na promoção de aprendizagens significativas a matemática. Para além disso, permitem a atribuição de sentidos diversos pelas crianças e alunos aos conhecimentos apropriados, contribuindo para o desenvolvimento de capacidades e competências essenciais, tais como, o raciocínio matemático, a comunicação matemática, a persistência nas tarefas, entre outras.
The following report is part of a pre-service training practice of the Master in Preschool and Primary Education, whose main aim is a reflection on the practice developed over the three semesters, presenting the relevance that the use of learning materials has on the learning process of mathematics. Mathematics has a relevant role in the curriculum and in the learning path of each child and student, as it allows the development of diverse abilities and competencies. However, nowadays, children and students tend to construct negative social representations about mathematics, which can sometimes affect their involvement in both their own activities and their learning process. Thereby the use of learning materials, structured and non-structured, could be a tool that facilitates mathematical learning in terms of knowledge appropriation and development of abilities and competencies. In this research we assumed an interpretative paradigm in which we developed an action research project, whereby we intended to which observe, plan, intervene and reflect, regarding the problem and the research questions that were raised from it. The participants were the children attending pre-school group, a 4th graders, and a educator/teacher/researcher. Data was collected through observation, researcher’s diary, informal conversations, and documents. The results illuminate the importance of learning materials in promoting meaningful mathematics learning. They also allow to show the way children and students give meanings to the mathematical knowledge appropriated, contributing to the development of abilities and competencies, as mathematical reasoning, mathematical communication, persistence of the task, among others.
The following report is part of a pre-service training practice of the Master in Preschool and Primary Education, whose main aim is a reflection on the practice developed over the three semesters, presenting the relevance that the use of learning materials has on the learning process of mathematics. Mathematics has a relevant role in the curriculum and in the learning path of each child and student, as it allows the development of diverse abilities and competencies. However, nowadays, children and students tend to construct negative social representations about mathematics, which can sometimes affect their involvement in both their own activities and their learning process. Thereby the use of learning materials, structured and non-structured, could be a tool that facilitates mathematical learning in terms of knowledge appropriation and development of abilities and competencies. In this research we assumed an interpretative paradigm in which we developed an action research project, whereby we intended to which observe, plan, intervene and reflect, regarding the problem and the research questions that were raised from it. The participants were the children attending pre-school group, a 4th graders, and a educator/teacher/researcher. Data was collected through observation, researcher’s diary, informal conversations, and documents. The results illuminate the importance of learning materials in promoting meaningful mathematics learning. They also allow to show the way children and students give meanings to the mathematical knowledge appropriated, contributing to the development of abilities and competencies, as mathematical reasoning, mathematical communication, persistence of the task, among others.
Description
Keywords
Educação pré-escolar 1.º Ciclo do Ensino Básico Matemática Materiais manipuláveis estruturados e não estruturados Preschool education Primary education Mathematics Structure and non-structure learning materials