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Advisor(s)
Abstract(s)
O artigo apresenta um estudo realizado na Prática de Ensino Supervisionada (PES) do Mestrado em Educação Pré-Escolar cujo objetivo é identificar os contributos da utilização de elementos naturais presentes em ambiente exterior para a aprendizagem da matemática na educação pré-escolar. O estudo seguiu uma abordagem qualitativa, de cunho descritivo e interpretativo, tendo por base a implementação de uma proposta pedagógica com um grupo de crianças de pré-escolar. No presente artigo são apresentadas duas situações matemáticas que envolveram o uso de elementos naturais pelas crianças. Os dados foram recolhidos através de observação participante, notas de campo do processo de resolução das situações e registos fotográficos dos trabalhos das crianças. Os resultados evidenciam a utilização de elementos naturais como materiais manipuláveis não estruturados que fizeram emergir a contagem, a cardinalidade de conjuntos, a seriação, a exploração de grandezas como o comprimento e de figuras geométricas mais familiares para as crianças, bem como a resolução de problemas. Potenciaram também a exploração do meio envolvente, em particular, dos seus elementos naturais, verificando-se ser um contexto com contributos relevantes para a aprendizagem da matemática.
The paper presents a study carried out as part of the Supervised Teaching Practice (PES) of the master’s degree in Pre-School Education, which aim is to identify the contributions of using natural elements from the outdoor environment to learning mathematics in early childhood education. The study followed a qualitative approach, with a descriptive and interpretative focus, based on the implementation of a pedagogical proposal with a preschool children group. The paper presents two mathematical situations involving the use of natural elements by the children. The data was collected through participant observation, field notes of the process of solving the situations and photographic records of the children’s work. The results show that the use of natural elements as unstructured manipulative materials brought out counting, the cardinality of sets, sorting, the exploration of quantities such as length and geometric figures that are more familiar to children, as well as problem solving. They also encouraged the exploration of the environment, particularly its natural elements, which proved to be a context with relevant contributions to learning mathematics.
The paper presents a study carried out as part of the Supervised Teaching Practice (PES) of the master’s degree in Pre-School Education, which aim is to identify the contributions of using natural elements from the outdoor environment to learning mathematics in early childhood education. The study followed a qualitative approach, with a descriptive and interpretative focus, based on the implementation of a pedagogical proposal with a preschool children group. The paper presents two mathematical situations involving the use of natural elements by the children. The data was collected through participant observation, field notes of the process of solving the situations and photographic records of the children’s work. The results show that the use of natural elements as unstructured manipulative materials brought out counting, the cardinality of sets, sorting, the exploration of quantities such as length and geometric figures that are more familiar to children, as well as problem solving. They also encouraged the exploration of the environment, particularly its natural elements, which proved to be a context with relevant contributions to learning mathematics.
Description
Keywords
aprendizagem da matemática educação de infância elementos naturais early childhood education mathematics learning natural elements outdoor environment
Citation
Gomes, P., Luís, H., & Branco, N. (2024). Exploração de ideias matemáticas usando elementos naturais na educação pré-escolar. Revista Aprender, 48, 137-151. https://doi.org/10.58041/aprender.225
Publisher
Escola Superior de Educação, hoje Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Portalegre