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Relatório Final da Prática de Ensino Supervisionada O dia-a-dia da Matemática: A importância dos materiais manipuláveis em sala de aula
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| 1.77 MB | Adobe PDF |
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Abstract(s)
O presente relatório insere-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 pretende refletir sobre a prática desenvolvida ao longo da prática pedagógica decorrida em três semestres, assim como analisar a evolução dos grupos perante a temática abordada.
A matemática ao assumir um papel importante no percurso escolar de cada aluno, permite desenvolver capacidades e competências que lhe serão úteis no futuro. Contudo, as crianças e alunos tendem a rejeitar a matemática, o que condiciona o seu envolvimento nas atividades matemáticas e na atribuição de sentidos às aprendizagens matemáticas. Desta forma, o recurso a materiais manipuláveis, estruturados e não estruturados, poderá ser um facilitador na apropriação de conhecimentos matemáticos e no desenvolvimento de capacidades e competências (matemáticas).
Esta investigação encontra-se sustentada por um design de investigação-ação, do paradigma interpretativo, através da qual se pretende observar, planificar, refletir, intervir e voltar a refletir consoante os objetivos a alcançar. Deste modo, os instrumentos utilizados são diversos como sejam a observação, o diário de bordo, as conversas informais e a recolha documental. Assim, pretende-se com este trabalho perceber a importância que os materiais manipuláveis assumem na atribuição de sentidos às aprendizagens matemáticas, estabelecendo conexões entre a matemática escolar e a vida quotidiana.
Os resultados evidenciam a forma como foram utilizados os materiais manipuláveis, quer no pré-escolar quer no 1.º ciclo do ensino básico, iluminando a existência de uma mudança quanto à atribuição de sentidos que os alunos/crianças concedem quando utilizam esses mesmos materiais, assim como que contributos trazem a vários níveis no desenvolvimento de cada um.
This report is part of the pre-service training practices of the Master in Preschool and Primary Education. It intends to analyse the pedagogical work performed in the last three semesters, and to reflect on the groups’ learning process. Mathematics has an important role in students’ learning path, allowing them to develop abilities and competencies helpful in their future. However, children and students tend to reject mathematics, which is contributes to their lack of involvement in the mathematical activities as well as the way they give meanings to mathematical knowledge. The use of learning structured and non-structured materials could facilitate the appropriation of mathematical knowledge and development of students’ abilities and competencies. This research is supported on a research-action project, in interpretative paradigm, which aims to observe, plan, reflect, acting and go back to reflection according to the goals. Data were collected through observation, researcher’s diary, informal conversations and documents. The main purpose of this work is to understand the role that these learning materials represent in the way children and students make sense of mathematics learning, and how to make connexions between daily life and mathematics. The results illuminate the way the different learning materials were used in kindergarten and also in primary school. The results also show the benefits of using learning materials, both structure and non-structure, in meaningful mathematical learning and in children and students’ development.
This report is part of the pre-service training practices of the Master in Preschool and Primary Education. It intends to analyse the pedagogical work performed in the last three semesters, and to reflect on the groups’ learning process. Mathematics has an important role in students’ learning path, allowing them to develop abilities and competencies helpful in their future. However, children and students tend to reject mathematics, which is contributes to their lack of involvement in the mathematical activities as well as the way they give meanings to mathematical knowledge. The use of learning structured and non-structured materials could facilitate the appropriation of mathematical knowledge and development of students’ abilities and competencies. This research is supported on a research-action project, in interpretative paradigm, which aims to observe, plan, reflect, acting and go back to reflection according to the goals. Data were collected through observation, researcher’s diary, informal conversations and documents. The main purpose of this work is to understand the role that these learning materials represent in the way children and students make sense of mathematics learning, and how to make connexions between daily life and mathematics. The results illuminate the way the different learning materials were used in kindergarten and also in primary school. The results also show the benefits of using learning materials, both structure and non-structure, in meaningful mathematical learning and in children and students’ development.
Description
Keywords
Educação pré-escolar 1.º Ciclo do Ensino Básico Matemática Materiais manipuláveis Preschool education Primary education Mathematics Learning materials