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Competências na formação de grupos de sólidos geométricos, avaliadas individualmente e em grupo, na educação pré-escolar
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Abstract(s)
Na Educação Pré-Escolar todas as áreas de conteúdo estão interligadas de forma integrada e globalizante. Na presente investigação é possível verificar a articulação entre a Área do Conhecimento do Mundo e o Domínio da Matemática, pois, em ambas, se desenvolvem as capacidades de observação, classificação, agrupamento e orientação espacial e temporal.
Esta investigação integrou a criação de um instrumento didático constituído por sólidos geométricos, que fossem agrupáveis por cor, forma e textura durante procedimentos de observação. O objetivo era compreender se as crianças conseguiam identificar, pela observação, as diferentes caraterísticas dos sólidos; se os conseguiam classificar e agrupar segundo um ou mais critérios, quer atuando individualmente, quer em grupo.
O estudo foi realizado com 25 crianças (14 crianças do sexo masculino e 11 do sexo feminino) com idades compreendidas entre os três e os cinco anos de idade.
A partir dos dados recolhidos definiu-se um indicador ICF (Indicador de Cor e Forma), que reflete as capacidades de observação, organização e classificação dos sólidos por parte de cada uma das crianças. Os resultados revelaram que a estruturação do pensamento matemático diverge entre as crianças, estando melhor estruturado numas do que noutras. Observou-se uma tendência equivalente para a organização e classificação dos sólidos com base na cor e na forma. Constatou-se que a tendência demonstrada por cada criança era mantida nos diferentes exercícios e que a maioria das crianças teve dificuldade em justificar oralmente as opções tomadas na formação dos grupos de sólidos. Não foi possível avaliar, no entanto, as competências em grupo, associadas à formação de grupos de sólidos, pois as crianças não assumiam a postura de trabalho colaborativo, devido à fase de desenvolvimento social e emocional do grupo.
In pre-school education all content areas are interconnected in an integrated and globalizing way. In the present investigation it is possible to verify the articulation between the World Knowledge Area and the Mathematics Domain, because in both, the capacities of observation, classification, grouping and spatial and temporal orientation are developed. This research integrated the creation of a didactic instrument constituted by geometric solids that were groupable by color, shape and texture during observation procedures. The aim was to understand if children could identify, by observation, the different characteristics of solids; if they could be classified and grouped according to one or more criteria, either individually or in groups. The study was carried out with 25 children (14 male and 11 female) between the ages of three and five. From the data collected, an ICF (Color and Form Indicator) indicator was defined, which reflects the capacities of observation, organization and classification of solids by each of the children. The results revealed that the structuring of mathematical thinking diverges among children, being better structured in some than in others. An equivalent tendency was observed for the organization and classification of solids based on color and shape. It was found that the tendency demonstrated by each child was maintained in the different exercises and that most of the children had difficulty justifying orally the options taken in the formation of groups of solids. It was not possible, however, to evaluate the group competences associated to the formation of groups of solids, since the children did not assume the posture of collaborative work, due to the social and emotional development phase of the group.
In pre-school education all content areas are interconnected in an integrated and globalizing way. In the present investigation it is possible to verify the articulation between the World Knowledge Area and the Mathematics Domain, because in both, the capacities of observation, classification, grouping and spatial and temporal orientation are developed. This research integrated the creation of a didactic instrument constituted by geometric solids that were groupable by color, shape and texture during observation procedures. The aim was to understand if children could identify, by observation, the different characteristics of solids; if they could be classified and grouped according to one or more criteria, either individually or in groups. The study was carried out with 25 children (14 male and 11 female) between the ages of three and five. From the data collected, an ICF (Color and Form Indicator) indicator was defined, which reflects the capacities of observation, organization and classification of solids by each of the children. The results revealed that the structuring of mathematical thinking diverges among children, being better structured in some than in others. An equivalent tendency was observed for the organization and classification of solids based on color and shape. It was found that the tendency demonstrated by each child was maintained in the different exercises and that most of the children had difficulty justifying orally the options taken in the formation of groups of solids. It was not possible, however, to evaluate the group competences associated to the formation of groups of solids, since the children did not assume the posture of collaborative work, due to the social and emotional development phase of the group.
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Keywords
Procedimento científico de observação Classificação e agrupamento de objetos Sólidos geométricos Educação Pré-Escolar Educação em Ciências