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Contributos do jogo e dos materiais manipuláveis para o ensino-aprendizagem da matemática
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.24 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O presente relatório final de estágio surge no âmbito do Mestrado em Educação Pré Escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB) da Escola Superior de Educação de
Santarém, integrando duas partes principais. A primeira parte centra-se na análise descritiva
e reflexiva do percurso realizado no âmbito das Práticas de Ensino Supervisionadas (PES),
em contexto de creche, educação pré-escolar e 1.º CEB. A segunda parte apresenta um
estudo sobre a própria prática profissional que tem como foco o contributo do jogo e dos
materiais manipuláveis para o ensino-aprendizagem da Matemática. Esta investigação de
natureza qualitativa e interpretativa, na modalidade de investigação-ação, teve como objetivo
compreender de que forma a dinâmica do jogo e a utilização de materiais matemáticos podem
contribuir para o desenvolvimento de ideias matemáticas na Educação de Infância e no 1.º
Ciclo do Ensino Básico. A investigação envolveu 54 participantes, 22 do jardim de infância e
32 do 1.º CEB. Os dados recolhidos através da observação participante, da entrevista
semiestruturada e da análise documental permitiram verificar que, no processo ensino aprendizagem a realização de jogos e a utilização de materiais manipuláveis proporcionam
aprendizagens ativas e estimulantes, dando suporte a conceitos e procedimentos, bem como
promovem momentos de partilha, de cooperação e de comunicação e fomentam o interesse
e envolvimento dos participantes, servindo de estímulo para o desenvolvimento integral de
cada um.
This final internship report emerges within the scope of the Master’s Degree in Pre School Education and Teaching of the 1st Cycle of Basic Education (CEB) from Escola Superior de Educação de Santarém, containing two main parts. The first part focuses on the carried out path’s descriptive and reflective analysis in a Supervised Teaching Practices (PES) scope in the context of nursery, pre-school education and 1st CEB. The second part presents a study on the professional practice itself which focuses on the contribution of games and manipulable materials for the teaching-learning of Mathematics. This qualitative and interpretive investigation, in the form of action-research, aimed to understand how the dynamic of games and the use of mathematical materials can contribute to the development of mathematical ideas in Early Childhood and 1st Cycle of Basic Education. The investigation involved 54 participants, 22 from kindergarten and 32 from 1st CEB. All data collected through participant observation, semi-structured interviews and document analysis allowed us to verify that in the teaching-learning process, playing games and using manipulable materials provide active and stimulating learning, supporting concepts and procedures, as well as promoting moments of sharing, cooperation and communication and participants’ involvement, serving as a stimulus for the integral development of each one.
This final internship report emerges within the scope of the Master’s Degree in Pre School Education and Teaching of the 1st Cycle of Basic Education (CEB) from Escola Superior de Educação de Santarém, containing two main parts. The first part focuses on the carried out path’s descriptive and reflective analysis in a Supervised Teaching Practices (PES) scope in the context of nursery, pre-school education and 1st CEB. The second part presents a study on the professional practice itself which focuses on the contribution of games and manipulable materials for the teaching-learning of Mathematics. This qualitative and interpretive investigation, in the form of action-research, aimed to understand how the dynamic of games and the use of mathematical materials can contribute to the development of mathematical ideas in Early Childhood and 1st Cycle of Basic Education. The investigation involved 54 participants, 22 from kindergarten and 32 from 1st CEB. All data collected through participant observation, semi-structured interviews and document analysis allowed us to verify that in the teaching-learning process, playing games and using manipulable materials provide active and stimulating learning, supporting concepts and procedures, as well as promoting moments of sharing, cooperation and communication and participants’ involvement, serving as a stimulus for the integral development of each one.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
ensino-aprendizagem estágio jogos matemática materiais manipuláveis teaching-learning internship games mathematics manipulable materials