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Promoção de Aprendizagens Significativas na Matemática: Contributos do Método de Singapura na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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Authors
Abstract(s)
O presente Relatório de Estágio foi desenvolvido no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade dos Açores, e apresenta, de forma fundamentada, o trabalho desenvolvido no âmbito dos Estágios Pedagógicos I e II, concretizados na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, respetivamente.
A temática por nós selecionada para aprofundamento versa a promoção de aprendizagens significativas, com referência ao Modelo de Ensino da Matemática em Singapura. A análise aos princípios e práticas associados à aprendizagem significativa evidenciam a sua importância estruturante. Assim, nos estágios pedagógicos investimos na organização e desenvolvimento de um conjunto de experiências de aprendizagem com foco na promoção de aprendizagens ativas e significativas na área/domínio da Matemática, explorando e evidenciando o elevado potencial do Método de Singapura neste âmbito.
As práticas pedagógicas, por nós desenvolvidas, analisadas e refletidas, revestiram-se de um elevado valor formativo, permitindo-nos observar, experienciar e aprofundar o nosso papel de mediadores nos processos de aprendizagem significativa, a protagonizar, necessariamente, pelas crianças/alunos. Neste, em particular, consideramos ter contribuído para o desenvolvimento de aprendizagens significativas na área/domínio da Matemática, favorecendo a observação/exploração/manipulação e a descoberta, o estabelecimento de relações/conexões entre ideias matemáticas e entre a Matemática e o quotidiano, a mobilização de conceitos e procedimentos, e o desenvolvimento de atitudes positivas, em consonância com os fundamentos do Método de Singapura.
Complementarmente, realizámos um estudo empírico (mediante inquérito por questionário) procurando conhecer as representações de educadores/professores sobre a aprendizagem significativa e refletir sobre processos favoráveis à sua promoção. As respostas dos participantes sugerem um entendimento favorável ao desenvolvimento de práticas promotoras de aprendizagens ativas e significativas, nomeadamente na área/domínio da Matemática. Estes resultados muito positivos e relevantes carecem, contudo, de aprofundamento em investigação adicional sobre a forma como este entendimento é mobilizado pelos docentes e desenvolvido nas suas práticas quotidianas.
ABSTRACT: This Internship Report was developed as part of the Master's Degree in Pre-School Education and Primary School Teaching at the University of the Azores and presents, in a reasoned manner, the work carried out as part of the Pedagogical Internships I and II, in Pre-School Education and Primary School Teaching, respectively. The theme we selected for further study is the promotion of meaningful learning, with reference to the Singapore Mathematics Teaching Model. An analysis of the principles and practices associated with meaningful learning highlights its structural importance. Thus, during the teaching internships we invested in organizing and developing a set of learning experiences focused on promoting active and meaningful learning in the area/domain of Mathematics, exploring and emphasizing the great potential of the Singapore Method in this field. The pedagogical practices we developed, analyzed and reflected upon had a high formative value, allowing us to observe, experience and deepen our role as mediators in the processes of meaningful learning to be carried out by the children/students. In this specific sphere, we believe that we have contributed to the development of meaningful learning in the area/domain of Mathematics, encouraging observation/exploration/manipulation and self-discovery, the establishment of links/connections between mathematical ideas and between Mathematics and everyday life, the mobilization of concepts and procedures, and the development of positive attitudes in line with the fundamentals of the Singapore Method. In addition, we carried out an empirical study (using a questionnaire survey) to find out about educators'/teachers' representations of meaningful learning and to reflect upon processes favorable to its promotion. The participants' responses suggest an understanding propitious to the development of practices that promote active and meaningful learning, particularly in the area/domain of Mathematics. These very positive and relevant results require, however, further research into how this understanding is mobilized by teachers and developed in their daily practices.
ABSTRACT: This Internship Report was developed as part of the Master's Degree in Pre-School Education and Primary School Teaching at the University of the Azores and presents, in a reasoned manner, the work carried out as part of the Pedagogical Internships I and II, in Pre-School Education and Primary School Teaching, respectively. The theme we selected for further study is the promotion of meaningful learning, with reference to the Singapore Mathematics Teaching Model. An analysis of the principles and practices associated with meaningful learning highlights its structural importance. Thus, during the teaching internships we invested in organizing and developing a set of learning experiences focused on promoting active and meaningful learning in the area/domain of Mathematics, exploring and emphasizing the great potential of the Singapore Method in this field. The pedagogical practices we developed, analyzed and reflected upon had a high formative value, allowing us to observe, experience and deepen our role as mediators in the processes of meaningful learning to be carried out by the children/students. In this specific sphere, we believe that we have contributed to the development of meaningful learning in the area/domain of Mathematics, encouraging observation/exploration/manipulation and self-discovery, the establishment of links/connections between mathematical ideas and between Mathematics and everyday life, the mobilization of concepts and procedures, and the development of positive attitudes in line with the fundamentals of the Singapore Method. In addition, we carried out an empirical study (using a questionnaire survey) to find out about educators'/teachers' representations of meaningful learning and to reflect upon processes favorable to its promotion. The participants' responses suggest an understanding propitious to the development of practices that promote active and meaningful learning, particularly in the area/domain of Mathematics. These very positive and relevant results require, however, further research into how this understanding is mobilized by teachers and developed in their daily practices.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 10 de abril de 2024, Universidade dos Açores.
Keywords
Estágio Pedagógico Educação Pré-Escolar 1.º Ciclo do Ensino Básico Aprendizagem Significativa Ensino da Matemática Método de Singapura
Citation
Pavão, Rute Senra. (2023). "Promoção de Aprendizagens Significativas na Matemática: Contributos do Método de Singapura na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico". 141 p. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2023. Disponível em http://hdl.handle.net/10400.3/7105