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Seleção, (re)elaboração e gestão de materiais pedagógicos para o ensino da matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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Authors
Abstract(s)
O presente relatório de estágio surge no contexto das unidades curriculares de Estágio Pedagógico I (desenvolvido na Educação Pré-Escolar) e de Estágio Pedagógico II (realizado no 1.º Ciclo do Ensino Básico), do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade dos Açores e versa a apresentação e análise fundamentadas sobre o trabalho por nós desenvolvido.
No decurso dos processos formativos vivenciados - tanto na Licenciatura em Educação Básica, como no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico - fomos constatando os inúmeros desafios e exigências atualmente colocados à docência e perspetivados na breve análise feita aos perfis (geral e específicos) de desempenho profissional docente. Assim, a realização deste trabalho constitui uma excelente oportunidade para a reflexão pós-ativa sobre a globalidade da nossa ação nos Estágios, com ênfase na abordagem à temática da Seleção, (Re)elaboração e Gestão de Materiais Pedagógicos para o ensino da Matemática.
A bibliografia da especialidade consultada enfatiza, de forma consistente, a importância e as inúmeras potencialidades subjacentes à adequada utilização de materiais pedagógicos, nomeadamente no que se refere ao ensino da Matemática. Assim, decidimos apostar em práticas fundamentadas de seleção (utilização de materiais já existentes ou criados por nós), elaboração (criação de materiais) ou reelaboração (recriação de materiais já existentes, conferindo-lhes características alternativas de textura, tamanho, cor ou função/ objetivo diferente do usual) e gestão de materiais pedagógicos para o ensino Matemática nos estágios pedagógicos. O trabalho desenvolvido evidencia que a adequada seleção, (re)elaboração e rigorosa exploração de materiais pedagógicos contribui para o desenvolvimento e para a consolidação de aprendizagens, num ambiente dinâmico e motivador.
Neste enquadramento, complementarmente, procurámos conhecer as representações de educadores e professores sobre as próprias práticas de utilização de materiais pedagógicos no ensino da Matemática, realizando um pequeno estudo exploratório, recorrendo ao inquérito por questionário. Os resultados obtidos foram bastante positivos, revelando que todos participantes privilegiam a utilização de materiais pedagógicos para o ensino da Matemática, com particular ênfase os jogos e os materiais manipuláveis. Como vantagens destas práticas, tando educadores como professores referem, sobretudo, o potencial dos materiais para: a motivação e o interesse das crianças/alunos pela aprendizagem; a visualização/ concretização de abstrações e o desenvolvimento do raciocínio lógico-matemático. Muito embora estes resultados se afigurem muito positivos e indicadores de boas práticas docentes no que respeita à utilização de materiais pedagógicos para o ensino da Matemática, realçamos - dada a diversidade e riqueza dos materiais pedagógicos, amplamente considerados - a possibilidade existente de educadores e professores diversificarem muito mais o tipo de materiais que utilizam, partindo para a (re)elaboração e/ou exploração alternativa de recursos menos usuais ou mais raramente utilizados no ensino desta área/ domínio.
Em suma, importa referir que para alcançarmos as inúmeras potencialidades dos materiais pedagógicos, nomeadamente no que respeita ao ensino da Matemática, a sua utilização deverá ser intencional e refletida, sustentada numa adequada seleção, (re)elaboração e gestão, atendendo às especificidades dos contextos.
ABSTRACT: The present report was published in the context of the curricular units of Pedagogical Internship I (developed in Pre-School Education) and Pedagogical Internship II (developed in 1st Cycle of Basic Education), of the Master Degree in Pre-School and 1st Cycle of Basic Education at the University of Azores and consists of the presentation and fundamented analysis about the work we have developed. During the formative processes experienced – both in Basic Education Graduation, as in the Master in Pre-School Education and 1st Cycle of Basic Education – we have been observing the numerous challenges and requirements currently placed to teaching and prospects in the brief analysis of the profiles (general and specifics) of professional teacher performance. Thus, the accomplishment of this work constitutes an excellent opportunity for the post-active reflection on the globality of our action in the Internships, with an emphasis on approach to the subject of Selection, (Re)working and Management of Pedagogical Materials for Mathematics Teaching. The specific bibliography consulted emphasizes, consistently, the importance and the many potentialities underlying the proper use of pedagogical materials, particularly of mathematics teaching. So, we decided to focus on fundamented selection practices (use of existing materials or created by us), preparation (creation of materials) or reworking (recreation of existing materials, giving them alternative texture features, size, color or function/purpose different from the usual) and pedagogical materials management in Mathematics teaching in the Pedagogics Internships. The developed work evidences that the appropriate selection, reworking and rigorous exploration of teaching materials contributes to the development and for the consolidation of learning, in a dynamic and motivating environment. In this framework, additionally, we seeked to know the educators and teachers’ representations on the practices of using pedagogical materials in Mathematics teaching, performing a small exploratory study, using the questionnaire survey. The results obtained were very positive, revealing that all participants privilege the use of pedagogical materials in Mathematics teaching, with particular emphasis on games and manipulable materials. As advantages of these practices, both educators as teachers mention, mainly, the potential of materials for: the children's/students’ motivation and interest in learning; the visualization/materialization of abstractions and the development of logical-mathematical reasoning. Although these results appear to be very positive and indicators of good educational practices in regards of the use of pedagogical materials for the Mathematics teaching, we enhance - given the diversity and richness of pedagogical materials, widely considered - the existing possibility of educators and teachers to diversify much more the type of materials used, starting the (re)working and/or alternative exploration of less common or rarely used resources in the teaching of this area/domain. In short, it should be noted that to achieve the numerous potentialities of pedagogical materials, namely in regards of the Mathematics teaching, their use should be intentional and reflected, supported in an appropriate selection, (re)working and management, given the specificities of the contexts.
ABSTRACT: The present report was published in the context of the curricular units of Pedagogical Internship I (developed in Pre-School Education) and Pedagogical Internship II (developed in 1st Cycle of Basic Education), of the Master Degree in Pre-School and 1st Cycle of Basic Education at the University of Azores and consists of the presentation and fundamented analysis about the work we have developed. During the formative processes experienced – both in Basic Education Graduation, as in the Master in Pre-School Education and 1st Cycle of Basic Education – we have been observing the numerous challenges and requirements currently placed to teaching and prospects in the brief analysis of the profiles (general and specifics) of professional teacher performance. Thus, the accomplishment of this work constitutes an excellent opportunity for the post-active reflection on the globality of our action in the Internships, with an emphasis on approach to the subject of Selection, (Re)working and Management of Pedagogical Materials for Mathematics Teaching. The specific bibliography consulted emphasizes, consistently, the importance and the many potentialities underlying the proper use of pedagogical materials, particularly of mathematics teaching. So, we decided to focus on fundamented selection practices (use of existing materials or created by us), preparation (creation of materials) or reworking (recreation of existing materials, giving them alternative texture features, size, color or function/purpose different from the usual) and pedagogical materials management in Mathematics teaching in the Pedagogics Internships. The developed work evidences that the appropriate selection, reworking and rigorous exploration of teaching materials contributes to the development and for the consolidation of learning, in a dynamic and motivating environment. In this framework, additionally, we seeked to know the educators and teachers’ representations on the practices of using pedagogical materials in Mathematics teaching, performing a small exploratory study, using the questionnaire survey. The results obtained were very positive, revealing that all participants privilege the use of pedagogical materials in Mathematics teaching, with particular emphasis on games and manipulable materials. As advantages of these practices, both educators as teachers mention, mainly, the potential of materials for: the children's/students’ motivation and interest in learning; the visualization/materialization of abstractions and the development of logical-mathematical reasoning. Although these results appear to be very positive and indicators of good educational practices in regards of the use of pedagogical materials for the Mathematics teaching, we enhance - given the diversity and richness of pedagogical materials, widely considered - the existing possibility of educators and teachers to diversify much more the type of materials used, starting the (re)working and/or alternative exploration of less common or rarely used resources in the teaching of this area/domain. In short, it should be noted that to achieve the numerous potentialities of pedagogical materials, namely in regards of the Mathematics teaching, their use should be intentional and reflected, supported in an appropriate selection, (re)working and management, given the specificities of the contexts.
Description
Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 30 abril de 2019, Universidade dos Açores.
Keywords
Educação Pré-Escolar Ensino Básico (1º Ciclo) Ensino de Matemática Matemática Prática Pedagógica Pedagogical Internship
Pedagogical Context
Citation
Mendes, Jéssica Melo. "Seleção, (re)elaboração e gestão de materiais pedagógicos para o ensino da matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico". 2019. 132 p.. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2018. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/5131>.