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Este relatório de prática de ensino supervisionada emerge da necessidade de compreender de que forma as crianças em idade pré-escolar exploram as formas geométricas e desenvolvem o raciocínio espacial através da exploração e da criatividade. Procurou-se, assim, articular a matemática com outras áreas do conhecimento, nomeadamente a expressão artística e a linguagem e comunicação, partindo da obra A melhor forma, de Naomi Jones e James Jones, e do interesse demonstrado pelo grupo relativamente ao mundo marinho. A investigação desenvolveu-se com um grupo de vinte e duas crianças, com idades compreendidas entre os dois e os quatro anos, seguindo uma metodologia de cariz qualitativa e exploratória. A planificação das tarefas foi estruturada de modo sequencial e interligado, promovendo a descobertas das formas geométricas através de propostas lúdicas e interativas. A recolha dos dados assentou na observação direta, nos registos fotográficos e nas notas de campo, permitindo analisar as estratégias utilizadas pelas crianças, bem como a forma como comunicaram e interagiram com os conceitos geométricos ao longo do projeto. A análise dos resultados evidencia que a exploração das formas geométricas em contextos lúdicos potencia não só o desenvolvimento do pensamento matemático, mas também a curiosidade e a criatividade das crianças. Os dados revelam ainda que a geometria pode ser integrada de forma transversal em diferentes domínios do conhecimento, contribuindo para aprendizagens mais significativas e enriquecedoras no contexto da educação pré-escolar.
This supervised teaching practice report emerges from the need to understand how pre-school children explore geometric shapes and develop spatial reasoning through exploration and creativity. The aim was to articulate maths with other areas of knowledge, namely artistic expression and language and communication, based on the work The Best Shape, by Naomi Jones and James Jones, and the interest shown by the group in the marine world. The research was carried out with a group of twenty-two children, aged between two and four, following a qualitative and exploratory methodology. The planning of the tasks was structured in a sequential and interconnected way, promoting the discovery of geometric shapes through playful and interactive proposals. Data collection was based on direct observation, photographic records and field notes, allowing us to analyse the strategies used by the children, as well as how they communicated and interacted with geometric concepts throughout the project. Analysing the results shows that exploring geometric shapes in playful contexts not only fosters the development of mathematical thinking, but also children's curiosity and creativity. The data also shows that geometry can be integrated across different areas of knowledge, contributing to more meaningful and enriching learning in the context of pre-school education.
This supervised teaching practice report emerges from the need to understand how pre-school children explore geometric shapes and develop spatial reasoning through exploration and creativity. The aim was to articulate maths with other areas of knowledge, namely artistic expression and language and communication, based on the work The Best Shape, by Naomi Jones and James Jones, and the interest shown by the group in the marine world. The research was carried out with a group of twenty-two children, aged between two and four, following a qualitative and exploratory methodology. The planning of the tasks was structured in a sequential and interconnected way, promoting the discovery of geometric shapes through playful and interactive proposals. Data collection was based on direct observation, photographic records and field notes, allowing us to analyse the strategies used by the children, as well as how they communicated and interacted with geometric concepts throughout the project. Analysing the results shows that exploring geometric shapes in playful contexts not only fosters the development of mathematical thinking, but also children's curiosity and creativity. The data also shows that geometry can be integrated across different areas of knowledge, contributing to more meaningful and enriching learning in the context of pre-school education.
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Pré-escolar Conhecimento matemático Formas geométricas Mundo marinho Exploração lúdica