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Experiências de aprendizagem fundamentadas na Abordagem Concreto-Pictórico-Abstrato no ensino da Matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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Abstract(s)
O presente Relatório de Estágio versa o trabalho desenvolvido no âmbito dos Estágios Pedagógicos I e II, realizados na Educação Pré-Escolar e 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. Neste documento procede-se à apresentação, análise e reflexão fundamentadas sobre os percursos formativos vivenciados e sobre as práticas pedagógicas desenvolvidas.
A temática selecionada para aprofundamento centra-se na conceção e gestão de experiências de aprendizagem fundamentadas na abordagem concreto-pictórico-abstrato (abordagem CPA) no ensino da Matemática, na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico. Situamo-nos, portanto, no quadro dos pressupostos científico-pedagógicos do Método de Singapura para o ensino da Matemática. A bibliografia da especialidade destaca a necessidade de, desde cedo, se despertar nas crianças o gosto pela Matemática e motivar a aprendizagem ativa e a descoberta com estratégias diversificadas e materiais pedagógicos lúdicos e manipuláveis. Importa que a criança/aluno vivencie experiências de aprendizagem ativas e significativas, sendo protagonista na construção do seu próprio conhecimento. Deve, portanto, o professor assumir o papel de mediador/orientador nos processos de aprendizagem. Neste horizonte, a abordagem CPA incentiva o desenvolvimento de experiências de aprendizagem que conferem o protagonismo à criança/aluno. Preconiza o contacto direto da criança/aluno com situações reais/concretas, a manipulação de objetos/materiais, a representação da realidade a partir de imagens e esquemas, culminando na representação formal e na transposição das experiências vivenciadas em linguagem matemática. Esta caminhada deverá ser realizada de forma gradual e faseada, contextualizada e adequada às necessidades e ritmo de aprendizagem de cada um.
A análise e reflexão feitas acerca das experiências de aprendizagem dinamizadas nos estágios pedagógicos demonstram o elevado potencial da abordagem CPA no ensino da Matemática, em articulação com as demais teorias edificadoras do currículo de Singapura, com destaque para o papel central que deve ser atribuído à resolução de problemas. Esta abordagem revelou-se motivadora para as crianças, favorecendo o estabelecimento de conexões e a mobilização de conhecimentos, condições fundamentais à compreensão relacional de conceitos, procedimentos e processos matemáticos, ao desenvolvimento de atitudes positivas face à Matemática e ao investimento na metacognição ao incutir nas crianças/alunos o hábito de pensarem sobre aquilo que aprenderam e, de uma maneira geral, sobre os seus próprios processos de pensamento.
Neste seguimento, procedemos ainda à realização de um breve estudo exploratório, recorrendo ao inquérito por questionário, com o intuito de conhecer as representações de Educadores/Professores sobre as próprias conceções e práticas relativas à construção e gestão de experiências de aprendizagem no ensino da Matemática baseadas na abordagem CPA. Os resultados evidenciam que, nas suas práticas, a globalidade dos participantes tem em conta o faseamento da abordagem CPA. Contudo, o ligeiro destaque atribuído por estes à fase da representação abstrata e os motivos apresentados sugerem que há ainda um percurso a trilhar no sentido de se conferir o devido protagonismo a cada componente da abordagem CPA e ao seu desenvolvimento, necessariamente gradual e faseado.
ABSTRACT: The present Internship Report deals with the work developed in contexts of the Pedagogical Internship I (developed in the context of Pre-School Education) and the Pedagogical Internship II (developed in the context of 1st Cycle of Basic Education), in the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, in University of the Azores. The theme selected for further study focuses on the design and management of learning experiences based on concrete-pictorial-abstract approach (CPA approach) in the teaching of Mathematics, in Pre-School Education and Teaching of the 1st Cycle of Basic Education. We are, therefore, within the framework of the Singapore Math pedagogical scientific assumptions for the teaching of Mathematics. The literature of the specialty highlights the need to promote early in children a taste for Mathematics and motivate active learning and discovery with diversified strategies, manipulatives and playful pedagogical materials. It is important that the child/student has active and meaningful learning experiences, being a protagonist in the construction of their own knowledge. Therefore, the teacher should assume the role of mediator/advisor in the learning processes. In this horizon, the CPA approach encourages the development of learning experiences that give the protagonism to the child/student. It advocates the direct contact of the child/student with real/concrete situations, the manipulation of objects/materials, the representation of reality from images and schemes, culminating in the formal representation and transposition of the experiences lived in mathematical language. This walk should be gradually phased, contextualized and appropriate to the needs and pace of learning of each child/student. The analysis and reflection made about the learning experiences promoted in the pedagogical stages demonstrate the high potential of the CPA approach in the teaching of Mathematics, in articulation with the other building theories of the Singapore curriculum, highlighting the central role that must be attributed to problem solving. This approach has been motivating for children, favoring the establishment of connections and the mobilization of knowledge, fundamental conditions for the relational understanding of mathematical concepts, skills and processes, the development of positive attitudes towards Mathematics and the investment in metacognition by instilling in children/students the habit of thinking about what they have learned and, in general, about their own thinking processes. Following this, we also carried out a brief exploratory study, using the questionnaire survey, in order to know the representations educators/teachers about their own conceptions and practices related to the construction and management of learning experiences in Mathematics teaching based in the CPA approach. The results show that, in their practices, all participants take into account the phasing of the CPA approach. However, the slight emphasis given by them to the phase of abstract representation and the reasons given suggest that there is still a way to go in order to give due protagonism to each component of the CPA approach and its development, necessarily gradual and phased.
ABSTRACT: The present Internship Report deals with the work developed in contexts of the Pedagogical Internship I (developed in the context of Pre-School Education) and the Pedagogical Internship II (developed in the context of 1st Cycle of Basic Education), in the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, in University of the Azores. The theme selected for further study focuses on the design and management of learning experiences based on concrete-pictorial-abstract approach (CPA approach) in the teaching of Mathematics, in Pre-School Education and Teaching of the 1st Cycle of Basic Education. We are, therefore, within the framework of the Singapore Math pedagogical scientific assumptions for the teaching of Mathematics. The literature of the specialty highlights the need to promote early in children a taste for Mathematics and motivate active learning and discovery with diversified strategies, manipulatives and playful pedagogical materials. It is important that the child/student has active and meaningful learning experiences, being a protagonist in the construction of their own knowledge. Therefore, the teacher should assume the role of mediator/advisor in the learning processes. In this horizon, the CPA approach encourages the development of learning experiences that give the protagonism to the child/student. It advocates the direct contact of the child/student with real/concrete situations, the manipulation of objects/materials, the representation of reality from images and schemes, culminating in the formal representation and transposition of the experiences lived in mathematical language. This walk should be gradually phased, contextualized and appropriate to the needs and pace of learning of each child/student. The analysis and reflection made about the learning experiences promoted in the pedagogical stages demonstrate the high potential of the CPA approach in the teaching of Mathematics, in articulation with the other building theories of the Singapore curriculum, highlighting the central role that must be attributed to problem solving. This approach has been motivating for children, favoring the establishment of connections and the mobilization of knowledge, fundamental conditions for the relational understanding of mathematical concepts, skills and processes, the development of positive attitudes towards Mathematics and the investment in metacognition by instilling in children/students the habit of thinking about what they have learned and, in general, about their own thinking processes. Following this, we also carried out a brief exploratory study, using the questionnaire survey, in order to know the representations educators/teachers about their own conceptions and practices related to the construction and management of learning experiences in Mathematics teaching based in the CPA approach. The results show that, in their practices, all participants take into account the phasing of the CPA approach. However, the slight emphasis given by them to the phase of abstract representation and the reasons given suggest that there is still a way to go in order to give due protagonism to each component of the CPA approach and its development, necessarily gradual and phased.
Description
Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 19 de fevereiro de 2020, Universidade dos Açores. Faculdade de Ciências Sociais e Humanas.
Keywords
Educação Pré-Escolar Ensino Básico (1.º Ciclo) Ensino da Matemática Estágio Pedagógico Método de Singapura Mathematics Education 1st Cycle of Basic Education Pre-School Education Singapore Math
Citation
Pacheco, Sónia Melo. "Experiências de aprendizagem fundamentadas na Abordagem Concreto-Pictórico-Abstrato no ensino da Matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico". 2020. 148 p.. (Mestrado – Relatório de Estágio – em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2019. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/5654>.