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O desenvolvimento do sentido de número em crianças do pré-escolar a partir de tarefas de classificação e contagem
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| 2.34 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório de estágio foi desenvolvido no âmbito do Mestrado em
Educação Pré-escolar, integrando os estágios em contexto de creche, jardim de infância
e de experiência profissional na creche. Está dividido em três partes: o trabalho
desenvolvido nos estágios; a componente investigativa na área da matemática, em
particular, no desenvolvimento do sentido de número a partir de tarefas de classificação
e contagem e uma reflexão sobre o trabalho desenvolvido. Como objetivos de
investigação pretendeu-se analisar como é que crianças com idades compreendidas
entre os 3 e 4 anos desenvolvem o sentido de número a partir de tarefas de classificação
e contagem e conhecer a perspetiva de educadoras de infância relativamente ao
desenvolvimento do sentido de número, no que diz respeito à classificação e contagem.
Os resultados deste estudo evidenciam que as crianças têm maior facilidade em
realizar tarefas de classificação do que tarefas de contagem, pese embora a maioria
das crianças já ter adquirido o princípio da sequência oral e da correspondência termo
a termo.
No que diz respeito às perspetivas das educadoras de infância averiguou-se que
apenas uma das educadoras relaciona o sentido de número às tarefas de classificação.
Contudo todas as educadoras dizem promover o sentido de número diariamente através
de tarefas de contagem com recurso a diversos materiais e em momentos de rotina
diária.
This internship report was developed as a component of the Master's Degree program in Pre-school Education, encompassing internships conducted within nursery schools, kindergartens, and professional experiences in nursery school settings. The report is structured into three main sections: firstly, detailing the activities undertaken during the internships; secondly, delving into the investigative aspect, particularly focusing on the development of number sense among young children through classification and counting tasks; and finally, reflecting upon the experiences gained throughout the internships. The primary research objectives were to analyze the developmental progression of number sense among children aged between 3 and 4, specifically through classification and counting tasks, and to gather insights from nursery school teachers regarding their perspectives on fostering number sense through similar activities. The findings of this study reveal that children generally demonstrate greater proficiency in classification tasks compared to counting tasks, despite many of them having already grasped the principles of oral sequencing and term-to-term correspondence. Regarding the perspectives of kindergarten teachers, only one teacher explicitly associates number sense with classification tasks, while all educators affirm that they consistently encourage the development of number sense through diverse counting activities utilizing various materials and incorporating them into daily routines.
This internship report was developed as a component of the Master's Degree program in Pre-school Education, encompassing internships conducted within nursery schools, kindergartens, and professional experiences in nursery school settings. The report is structured into three main sections: firstly, detailing the activities undertaken during the internships; secondly, delving into the investigative aspect, particularly focusing on the development of number sense among young children through classification and counting tasks; and finally, reflecting upon the experiences gained throughout the internships. The primary research objectives were to analyze the developmental progression of number sense among children aged between 3 and 4, specifically through classification and counting tasks, and to gather insights from nursery school teachers regarding their perspectives on fostering number sense through similar activities. The findings of this study reveal that children generally demonstrate greater proficiency in classification tasks compared to counting tasks, despite many of them having already grasped the principles of oral sequencing and term-to-term correspondence. Regarding the perspectives of kindergarten teachers, only one teacher explicitly associates number sense with classification tasks, while all educators affirm that they consistently encourage the development of number sense through diverse counting activities utilizing various materials and incorporating them into daily routines.
Description
Mestrado em Educação Pré-Escolar
Keywords
educação pré-escolar matemática sentido de número contagem classificação pre-school education mathematics sense of number counting classification