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O contributo de uma abordagem interdisciplinar na promoção de aprendizagens matemáticas no 1.º Ciclo do Ensino Básico
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| 2.47 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório final surge da prática pedagógica realizada no decorrer do Mestrado em
Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, na Escola Superior de
Educação de Santarém, e encontra-se dividido em duas partes. A primeira parte visa
apresentar e refletir sobre os períodos de Prática de Ensino Supervisionada (estágios),
evidenciando as aprendizagens desenvolvidas e o trabalho realizados nos diversos contextos.
Na segunda parte, é apresentada a componete investigativa que se centra no contributo de
uma abordagem interdisciplinar na promoção de aprendizagens matemáticas. O estudo, de
natureza qualitativa, centra-se no trabalho realizado com os alunos de duas turmas do 1.º
Ciclo do Ensino Básico, nomeadamente uma turma de 1.º e outra de 4.º ano. A análise dos
dados obtidos evidencia os conhecimentos matemáticos específicos, as capacidades
matemáticas transversais e as competências transversais gerais desenvolvidas pelos alunos,
favorecidas pela abordagem interdisciplinar adotada, apresentando e demonstrando o
contributo positivo da abordagem adotada para o processo de aprendizagem dos alunos.
This final report arises from the pedagogical practice carried out during the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the Escola Superior de Educação de Santarém, and is divided into two parts. The first part aims to present and reflect on the periods of Supervised Teaching Practice (internships), highlighting the learning developed and the work carried out in different contexts. In the second part, the investigative component is presented, which focuses on the contribution of an interdisciplinary approach to the promotion of mathematical learning. The study, of a qualitative nature, focuses on the work carried out with students from two classes of the 1st Cycle of Basic Education (Primary School), namely a class of 1st and another of 4th year. The analysis of the obtained data evidences the specific mahematical knowledges, transversal mathematical capacities and the general transversal competences developed by the students, favored by the adopted interdisciplinary approach, presenting and demonstrating the positive contribution of the adopted approach to the students' learning process.
This final report arises from the pedagogical practice carried out during the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, at the Escola Superior de Educação de Santarém, and is divided into two parts. The first part aims to present and reflect on the periods of Supervised Teaching Practice (internships), highlighting the learning developed and the work carried out in different contexts. In the second part, the investigative component is presented, which focuses on the contribution of an interdisciplinary approach to the promotion of mathematical learning. The study, of a qualitative nature, focuses on the work carried out with students from two classes of the 1st Cycle of Basic Education (Primary School), namely a class of 1st and another of 4th year. The analysis of the obtained data evidences the specific mahematical knowledges, transversal mathematical capacities and the general transversal competences developed by the students, favored by the adopted interdisciplinary approach, presenting and demonstrating the positive contribution of the adopted approach to the students' learning process.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
abordagem interdisciplinar matemática capacidades matemáticas transversais competências transversais gerais aprendizagem interdisciplinary approach math cross-sectional math skills general transversal skills learning