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Educação física como meio facilitador de aprendizagens de padrões matemáticos em crianças de 3 anos
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Advisor(s)
Abstract(s)
A educação física e a matemática, embora constituam domínios integrados numa
mesma área de conteúdo da educação pré-escolar, a da área de expressão e comunicação,
são muitas vezes utilizadas de forma desassociada pelos educadores, ou seja, ou abordam
a matemática ou dinamizam sessões de educação física, não usufruindo da possível
interligação entre estes domínios na sua intervenção pedagógica para potencializar as
aprendizagens das crianças. Este estudo procura aprofundar o conhecimento sobre esta
relação e propor formas de articulação que potenciem o desenvolvimento e aprendizagem
das crianças.
Este estudo de cariz qualitativo e quantitativo contou com a participação de vinte
e quatro crianças de três anos de idade em contexto de Jardim de Infância. Como objetivo
principal esta investigação pretende dar resposta à seguinte questão: “Será que a educação
física promove aprendizagens de padrões matemáticos?”. Para tal, foi fulcral a utilização
de diversos procedimentos metodológicos e instrumentos, tais como observação
participante, notas de campo e entrevistas semiestruturadas, bem como averiguar se toda
a intervenção educativa contextualizada teve algum impacto nas conceções das crianças
acerca dos padrões de repetição.
Os resultados demonstraram que tanto as sessões de educação física como as
sessões de matemática, com padrões de repetição em contexto de sala de atividades,
tiveram um valor acrescentado nas conceções das crianças e no desenvolvimento do
conhecimento acerca dos padrões de repetição. Contudo, o grupo de crianças que realizou
as sessões de educação física teve ainda uma maior facilidade na construção dos padrões
de repetição. Os resultados realçam a importância da ligação entre diferentes áreas de
conteúdo, neste caso entre a matemática e a educação física, bem como a exploração do
jogo, no contexto das aprendizagens das crianças no Pré-escolar.
Physical Education and Mathematics, although they constitute domains integrated in the same content area of pre-school education, the area of expression and communication are often used separately by educators, which means that they either address Mathematics or streamline sessions of Physical Education, not taking advantage of the possible interconnection between these domains in their pedagogical intervention to enhance children's learning. This study seeks to deepen the knowledge about this relationship and suggest articulated ways that enhance the development and learning of children. This qualitative and quantitative study included the participation of twenty-four three-year-old children in a kindergarten context. As main focus, this investigation intends to answer the following question: “Does Physical Education promote learning of mathematical patterns?”. To do so, it was crucial the use of various methodological procedures and instruments, such as participant observation, field notes and semistructured interviews, as well as verifying whether the entire contextualized educational intervention had any impact on the children's conceptions about repetition patterns. The results indicated that both Physical Education and Mathematics sessions, with repetition patterns in the context of an activity room, had an added value in the children's conceptions and in the development of knowledge about repetition patterns. However, the group of children who performed the Physical Education sessions had an even greater ease in constructing the repetition patterns. The results highlight the importance of connecting different content areas, in this case between Mathematics and Physical Education, as well as the development of the game, in the children's learning in Preschool context.
Physical Education and Mathematics, although they constitute domains integrated in the same content area of pre-school education, the area of expression and communication are often used separately by educators, which means that they either address Mathematics or streamline sessions of Physical Education, not taking advantage of the possible interconnection between these domains in their pedagogical intervention to enhance children's learning. This study seeks to deepen the knowledge about this relationship and suggest articulated ways that enhance the development and learning of children. This qualitative and quantitative study included the participation of twenty-four three-year-old children in a kindergarten context. As main focus, this investigation intends to answer the following question: “Does Physical Education promote learning of mathematical patterns?”. To do so, it was crucial the use of various methodological procedures and instruments, such as participant observation, field notes and semistructured interviews, as well as verifying whether the entire contextualized educational intervention had any impact on the children's conceptions about repetition patterns. The results indicated that both Physical Education and Mathematics sessions, with repetition patterns in the context of an activity room, had an added value in the children's conceptions and in the development of knowledge about repetition patterns. However, the group of children who performed the Physical Education sessions had an even greater ease in constructing the repetition patterns. The results highlight the importance of connecting different content areas, in this case between Mathematics and Physical Education, as well as the development of the game, in the children's learning in Preschool context.
Description
Keywords
Educação física Educação pré-escolar Matemática Padrões de repetição