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Matemática em articulação com outros domínios de conhecimento a partir do livro Maria Keil
| Name: | Description: | Size: | Format: | |
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| 1.84 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este relatório de prática de ensino supervisionada emerge da necessidade de compreender de que forma as crianças, em idade pré-escolar, se relacionam com a matemática e são capazes de aplicar o seu raciocínio em diversas situações do dia a dia. Desta forma, de modo a articular a matemática com outras áreas de conhecimento, recorreu-se à utilização do livro Maria Keil, de Mafalda Brito e Rui Pedro Lourenço, desenvolvendo tarefas, matemáticas e de outras áreas, e dando destaque à região algarvia, à arquitetura local, aos produtos regionais e às produções realizadas pela artista plástica. Este estudo surge também em reação à constante dificuldade que senti ao longo da minha vida escolar, no domínio da matemática, sendo esta uma razão forte para querer implementar uma educação matemática de qualidade junto das crianças de jardim de infância.
A natureza deste estudo assenta numa metodologia de cariz qualitativo, sendo que se privilegia o desenvolvimento da criança ao longo de todo o processo educativo. Este estudo foi desenvolvido com um grupo de vinte e cinco crianças, com idades compreendidas entre os cinco e os seis anos. Para a sua realização, foram elaboradas sete tarefas, que se interligaram de forma continua, ao longo da prática. Deste modo, recolheram-se dados essenciais para compreender o envolvimento e o conhecimento revelado pelas crianças, nas tarefas matemática propostas, recorrendo à observação direta das mesmas, aos registos fotográficos, a notas de campo e à gravação áudio das interações entre as crianças e entre estas e as educadoras.
Analisaram-se os dados recolhidos e dos resultados emerge uma ligação importante entre as diferentes áreas de conhecimento, em que foi percetível a importância que a matemática tem na vida quotidiana das crianças e como estas a encaram nos diferentes momentos da sua rotina diária, articulando-a com outros conhecimentos.
This supervised teaching practice report emerges from the need to understand how pre school children relate to mathematics and can apply their reasoning in various everyday situations. Thus, to articulate mathematics with other areas of knowledge, the book Maria Keil, by Mafalda Brito and Rui Pedro Lourenço, was used, de veloping tasks, mathematical and from other areas, and highlighting the Algarve region, the local architecture, the regional products, and the productions made by the artist. This study also arises in reaction to the constant difficulty I have felt through out my school life, in the field of mathematics, this being a strong reason for wanting to implement a quality mathematics education with kindergarten children. The nature of this study is based on a qualitative methodology, with a focus on the development of the child throughout the educational process. This study was developed with a group of twenty five children, aged between five and six years old. To carry it out, seven tasks were elaborated, which were continuously interconnected throughout the practi ce. In this way, essential data was collected to understand the involvement and knowledge revealed by the children in the proposed mathematical tasks, through direct observation, photographic records, field notes and audio recording of the interactions amo ng the children and between them and the educators. The data collected was analysed and from the results emerges an important connection between the different areas of knowledge, in which the importance that mathematics has in the children's daily life was perceptible and how they face it in the different moments of their daily routine, articulating it with another knowledge.
This supervised teaching practice report emerges from the need to understand how pre school children relate to mathematics and can apply their reasoning in various everyday situations. Thus, to articulate mathematics with other areas of knowledge, the book Maria Keil, by Mafalda Brito and Rui Pedro Lourenço, was used, de veloping tasks, mathematical and from other areas, and highlighting the Algarve region, the local architecture, the regional products, and the productions made by the artist. This study also arises in reaction to the constant difficulty I have felt through out my school life, in the field of mathematics, this being a strong reason for wanting to implement a quality mathematics education with kindergarten children. The nature of this study is based on a qualitative methodology, with a focus on the development of the child throughout the educational process. This study was developed with a group of twenty five children, aged between five and six years old. To carry it out, seven tasks were elaborated, which were continuously interconnected throughout the practi ce. In this way, essential data was collected to understand the involvement and knowledge revealed by the children in the proposed mathematical tasks, through direct observation, photographic records, field notes and audio recording of the interactions amo ng the children and between them and the educators. The data collected was analysed and from the results emerges an important connection between the different areas of knowledge, in which the importance that mathematics has in the children's daily life was perceptible and how they face it in the different moments of their daily routine, articulating it with another knowledge.
Description
Keywords
Pré-escolar Conhecimento matemático Interdisciplinaridade Maria Keil