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Publication
As histórias infantis no ensino e aprendizagem da matemática: perceções e práticas dos educadores e professores
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.85 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O atual relatório surge no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico da Escola Superior de Educação de Santarém, encontrando-se organizado em dois grandes grupos. A primeira parte é referente ao percurso experienciado ao longo das práticas de ensino supervisionadas em creche, jardim de infância e 1.º CEB – 1.º e 4.º anos. A segunda parte contempla a componente investigativa, assumindo-se como um estudo qualitativo cujo fim é compreender a perceção dos profissionais de educação sobre a utilização de histórias infantis para desenvolver aprendizagens matemáticas. Os resultados obtidos foram recolhidos através de um questionário e envolveu 237 participantes (educadores a exercer em jardim de infância e professores do 1.º CEB). Através dos dados recolhidos, concluiu-se que a utilização das histórias infantis para promover aprendizagens matemáticas é uma estratégia bem vista pela maioria dos profissionais de educação de Portugal.
The present report occurred under the master’s degree in Pre-School Education and Teaching at the 1st CEB of the Higher School of Education of Santarem and is organized in two groups. The first part refers the experienced path during supervised teaching practices in pre-kindergarten, kindergarten, and 1st to 4th grades. The second part contemplate the investigative component, characterized as a qualitative study whose purpose is to understand the perception of education professionals about the use of children’s stories to develop mathematical learning. Data were collected through a questionnaire that involved 237 participants (kindergarten and 1st to 4th grade teachers). Results show that the use of children’s stories to promote mathematical learning is a strategy well regarded by most education professionals in Portugal.
The present report occurred under the master’s degree in Pre-School Education and Teaching at the 1st CEB of the Higher School of Education of Santarem and is organized in two groups. The first part refers the experienced path during supervised teaching practices in pre-kindergarten, kindergarten, and 1st to 4th grades. The second part contemplate the investigative component, characterized as a qualitative study whose purpose is to understand the perception of education professionals about the use of children’s stories to develop mathematical learning. Data were collected through a questionnaire that involved 237 participants (kindergarten and 1st to 4th grade teachers). Results show that the use of children’s stories to promote mathematical learning is a strategy well regarded by most education professionals in Portugal.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
aprendizagem da matemática educadores e professores do 1.º ciclo histórias infantis children’s stories kindergarten and 1st to 4th grade teachers mathematics’ learning