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Jogar e compreender: o contributo dos jogos pedagógicos inspirados no Método de Singapura para o ensino e a aprendizagem da Matemática na Educação Pré-Escolar e 1.º Ciclo do Ensino Básico
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Abstract(s)
O presente Relatório de Estágio versa a análise fundamentada ao trabalho desenvolvido no âmbito dos Estágios Pedagógicos I e II, realizados na Educação Pré--Escolar e no 1.º Ciclo do Ensino Básico, respetivamente, no contexto do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade dos Açores.
A temática por nós selecionada para aprofundamento centra-se nos contributos do jogo pedagógico, inspirado nos princípios científico-pedagógicos do Método de Singapura para o ensino-aprendizagem da Matemática, que se pretende promotor da compreensão de conceitos e procedimentos. O currículo Português realça a importância de se despertar o interesse/motivação das crianças/alunos para a aprendizagem significativa da Matemática, preconizando o papel ativo do discente na construção do seu próprio conhecimento. Nesta ótica, o jogo pedagógico constitui-se como um recurso muito eficaz, por priorizar a criança/aluno como protagonista do processo educativo, por meio da ação e interação. O carácter lúdico do jogo confere-lhe maior atratividade para a abordagem/consolidação dos conteúdos matemáticos, estimulando o raciocínio, o pensamento estratégico e a autonomia.
As práticas pedagógicas dinamizadas, a sua análise e reflexão constituíram momentos fulcrais e ímpares de aprendizagem profissional. Considerando as necessidades e interesses do grupo/turma, selecionámos, construímos e implementamos jogos diversificados, versando diferentes temas matemáticos. Neste contexto, evidenciou--se − tanto na nossa análise, como nas entrevistas realizadas às docentes cooperantes − o elevado valor pedagógico deste recurso, aliado aos princípios estruturantes do Método de Singapura, nomeadamente no que respeita à promoção da compreensão relacional de conceitos e procedimentos matemáticos.
Em complementaridade com as práticas desenvolvidas, realizámos um estudo (mediante inquérito por questionário), com o objetivo de aprofundarmos o conhecimento das conceções e práticas de Educadores de Infância e de Professores do 1.º Ciclo do Ensino Básico sobre a implementação do jogo no ensino e aprendizagem da Matemática. Os resultados obtidos, que consideramos muito positivos, revelam que grande parte dos participantes privilegia o jogo pedagógico na abordagem à área/domínio da Matemática, valorizando-o como um recurso promotor de atitudes positivas face à Matemática e um fator de motivação e interesse pela aprendizagem, estimulando a atenção/concentração, o raciocínio e a resolução de problemas. Contudo, neste estudo, constatámos ainda que alguns docentes declaram não privilegiar o jogo, referindo que a falta de recursos/materiais/tempo, as características/comportamentos do grupo/turma e/ou o elevado número de crianças/alunos dificultam essa prática.
Neste enquadramento, destacamos a importância de se investir continuamente − tanto no aprofundamento da investigação e da reflexão, como nos contextos de formação inicial e contínua – na clarificação e afirmação do potencial pedagógico do jogo, nomeadamente no que respeita ao ensino-aprendizagem da Matemática, que se pretende ativo e significativo.
ABSTRACT: This internship report focuses on an analysis of the work carried out during Pedagogical Internships I and II, which were completed in Pre-School Education and the 1st Cycle of Basic Education, respectively, as part of the Master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the University of the Azores. The theme selected for in-depth analysis is the contribution of educational games, inspired by the scientific-pedagogical principles of the Singapore Method for teaching and learning Mathematics, which aims to promote the understanding of concepts and procedures. The Portuguese curriculum emphasizes the importance of arousing children's/student's interest/motivation for meaningful learning of Mathematics, advocating for the active role of the student in constructing their own knowledge. In this sense, educational games are a very effective resource as they prioritize the child/student as the protagonist of the educational process through action and interaction. The playful nature of the game makes it more attractive for approaching/consolidating mathematical content, stimulating reasoning, strategic thinking, and autonomy. The pedagogical practices developed, their analysis, and reflection constituted crucial and unique moments of professional learning. Considering the needs and interests of the group/class, we selected, constructed, and implemented various games covering different mathematical topics. In this context, it was evident – both in our analysis and in the interviews conducted with cooperating teachers – the high pedagogical value of this resource, allied with the structural principles of the Singapore Method, namely regarding the promotion of the relational understanding of mathematical concepts and procedures. In complementarity with the practices developed, we carried out a study (through a questionnaire survey) with the objective of deepening the knowledge of the conceptions and practices of Kindergarten Teachers and Primary School Teachers about the implementation of games in teaching and learning Mathematics. The results obtained, which we consider very positive, reveal that a large number of participants prioritize educational games in approaching the area/domain of Mathematics, valuing it as a resource that promotes positive attitudes towards Mathematics and a factor of motivation and interest in learning, stimulating attention/concentration, reasoning, and problem-solving. However, in this study, we also found that some teachers do not prioritize games, citing the lack of resources/materials/time, the characteristics/behaviors of the group/class, and/or the high number of children/students that make this practice difficult. In this context, we emphasize the importance of continuously investing – both in the deepening of research and reflection, as well as in initial and continuing training contexts – in clarifying and affirming the pedagogical potential of games, particularly in relation to active and meaningful teaching and learning of Mathematics.
ABSTRACT: This internship report focuses on an analysis of the work carried out during Pedagogical Internships I and II, which were completed in Pre-School Education and the 1st Cycle of Basic Education, respectively, as part of the Master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the University of the Azores. The theme selected for in-depth analysis is the contribution of educational games, inspired by the scientific-pedagogical principles of the Singapore Method for teaching and learning Mathematics, which aims to promote the understanding of concepts and procedures. The Portuguese curriculum emphasizes the importance of arousing children's/student's interest/motivation for meaningful learning of Mathematics, advocating for the active role of the student in constructing their own knowledge. In this sense, educational games are a very effective resource as they prioritize the child/student as the protagonist of the educational process through action and interaction. The playful nature of the game makes it more attractive for approaching/consolidating mathematical content, stimulating reasoning, strategic thinking, and autonomy. The pedagogical practices developed, their analysis, and reflection constituted crucial and unique moments of professional learning. Considering the needs and interests of the group/class, we selected, constructed, and implemented various games covering different mathematical topics. In this context, it was evident – both in our analysis and in the interviews conducted with cooperating teachers – the high pedagogical value of this resource, allied with the structural principles of the Singapore Method, namely regarding the promotion of the relational understanding of mathematical concepts and procedures. In complementarity with the practices developed, we carried out a study (through a questionnaire survey) with the objective of deepening the knowledge of the conceptions and practices of Kindergarten Teachers and Primary School Teachers about the implementation of games in teaching and learning Mathematics. The results obtained, which we consider very positive, reveal that a large number of participants prioritize educational games in approaching the area/domain of Mathematics, valuing it as a resource that promotes positive attitudes towards Mathematics and a factor of motivation and interest in learning, stimulating attention/concentration, reasoning, and problem-solving. However, in this study, we also found that some teachers do not prioritize games, citing the lack of resources/materials/time, the characteristics/behaviors of the group/class, and/or the high number of children/students that make this practice difficult. In this context, we emphasize the importance of continuously investing – both in the deepening of research and reflection, as well as in initial and continuing training contexts – in clarifying and affirming the pedagogical potential of games, particularly in relation to active and meaningful teaching and learning of Mathematics.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 13 de julho de 2023, Universidade dos Açores.
Keywords
Pedagogical Internship Pre-School Education Mathematics Teaching Singapore Method
Citation
Melo, Isabel Victória Raposo. (2023). "Jogar e compreender: o contributo dos jogos pedagógicos inspirados no Método de Singapura para o ensino e a aprendizagem da Matemática na Educação Pré-Escolar e 1.º Ciclo do Ensino Básico". 193 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/10400.3/6789