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Diferenciação Pedagógica em Matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico: Percursos inspirados no Método de Singapura
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Abstract(s)
O presente Relatório de Estágio versa a apresentação, análise e reflexão sobre as práticas pedagógicas desenvolvidas nos Estágios Pedagógicos I e II (em contexto, respetivamente, de Educação Pré-Escolar e de 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. Este Relatório intitula-se Diferenciação Pedagógica em Matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico: Percursos inspirados no Método de Singapura e foca- se no aprofundamento de conhecimentos e no desenvolvimento de competências tendentes à prática pedagógica da diferenciação, com foco na exploração dos contributos do potencial do Método de Singapura, na área/domínio da Matemática. Neste contexto, destacamos que o envolvimento ativo das crianças/alunos no seu processo de aprendizagem, possibilitando a todos, sem exceção, que aprendam de forma personalizada, divertida e motivadora, deve sempre ser privilegiado. Os diferentes ritmos de trabalho e de aprendizagem que coexistem na sala de atividades/aula exigem a organização de propostas pedagógicas que estimulem o progresso de cada criança/aluno.
Assim sendo, a seleção de metodologias, estratégias e materiais que auxiliem e cativem todas as crianças/alunos para a aprendizagem deve ser encarada como uma prioridade educativa.
Tendo em consideração a relevância da diferenciação pedagógica para o desenvolvimento do sucesso e da qualidade educativa, o trabalho desenvolvido neste Relatório de Estágio permitiu uma melhor compreensão da importância da diferenciação pedagógica, amplamente considerada como abordagem promotora da equidade no sucesso educativo de todos os alunos. Aqui, destacamos o aprofundamento de conhecimentos e competências referentes à concretização da diferenciação pedagógica no ensino-aprendizagem da Matemática, tanto na Educação Pré-Escolar como de 1.º Ciclo do Ensino Básico, evidenciando os contributos e o potencial dos princípios do Método de Singapura neste contexto.
Complementarmente, procedemos à realização de um pequeno estudo exploratório, com o intuito de aprofundar conhecimentos sobre as representações de Educadores de Infância e Professores do 1.º Ciclo do Ensino Básico no que concerne à Diferenciação Pedagógica no âmbito da área/domínio da Matemática. Os resultados dos inquéritos realizados indicam que a maioria dos participantes privilegia práticas diferenciadas, dando destaque ao uso de matérias manipuláveis. No entanto, uma parte dos inquiridos declarou não implementar práticas diferenciadas, expressando que a diferenciação pedagógica apenas se aplica a alunos com Necessidades de Saúde Especiais.
ABSTRACT: The present Internship Report presents, analyzes, and reflects on the pedagogical practices developed during Pedagogical Internships I and II (in the context of Preschool Education and the 1st Cycle of Basic Education, respectively) of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, at the University of the Azores. This report is titled "Pedagogical Differentiation in Mathematics in Preschool Education and the 1st Cycle of Basic Education: Pathways inspired by the Singapore Method" and focuses on deepening knowledge and developing skills aimed at pedagogical differentiation practice, with a focus on exploring the contributions and potential of the Singapore Method in the area/domain of Mathematics. In this context, we highlight that the active involvement of children/students in their learning process, enabling everyone, without exception, to learn in a personalized, fun, and motivating way, should always be privileged. The different rhythms of work and learning that coexist in the activity room/classroom require the organization of pedagogical proposals that stimulate each child/student's progress to the fullest extent of their potential. Therefore, the selection of methodologies, strategies, and materials that assist and engage all children/students in learning should be seen as an educational priority. Considering the relevance of pedagogical differentiation for the development of success and educational quality, the work carried out in this Internship Report allowed for a better understanding of the importance of pedagogical differentiation, widely regarded as an approach promoting equity in the educational success of all students. Here, we highlight the deepening of knowledge and competencies related to the implementation of pedagogical differentiation in the teaching-learning of Mathematics, both in Preschool Education and in the 1st Cycle of Basic Education, highlighting the contributions and potential of the principles of the Singapore Method in this context. Additionally, we conducted a small exploratory study aimed at deepening knowledge about the representations of Preschool Educators and 1st Cycle Teachers regarding Pedagogical Differentiation in the field/domain of Mathematics. The results of the surveys conducted indicate that the majority of participants favor differentiated practices, emphasizing the use of manipulative materials. However, a large proportion of respondents stated that they do not implement differentiated practices, expressing that pedagogical differentiation only applies to students with Special Health Needs.
ABSTRACT: The present Internship Report presents, analyzes, and reflects on the pedagogical practices developed during Pedagogical Internships I and II (in the context of Preschool Education and the 1st Cycle of Basic Education, respectively) of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, at the University of the Azores. This report is titled "Pedagogical Differentiation in Mathematics in Preschool Education and the 1st Cycle of Basic Education: Pathways inspired by the Singapore Method" and focuses on deepening knowledge and developing skills aimed at pedagogical differentiation practice, with a focus on exploring the contributions and potential of the Singapore Method in the area/domain of Mathematics. In this context, we highlight that the active involvement of children/students in their learning process, enabling everyone, without exception, to learn in a personalized, fun, and motivating way, should always be privileged. The different rhythms of work and learning that coexist in the activity room/classroom require the organization of pedagogical proposals that stimulate each child/student's progress to the fullest extent of their potential. Therefore, the selection of methodologies, strategies, and materials that assist and engage all children/students in learning should be seen as an educational priority. Considering the relevance of pedagogical differentiation for the development of success and educational quality, the work carried out in this Internship Report allowed for a better understanding of the importance of pedagogical differentiation, widely regarded as an approach promoting equity in the educational success of all students. Here, we highlight the deepening of knowledge and competencies related to the implementation of pedagogical differentiation in the teaching-learning of Mathematics, both in Preschool Education and in the 1st Cycle of Basic Education, highlighting the contributions and potential of the principles of the Singapore Method in this context. Additionally, we conducted a small exploratory study aimed at deepening knowledge about the representations of Preschool Educators and 1st Cycle Teachers regarding Pedagogical Differentiation in the field/domain of Mathematics. The results of the surveys conducted indicate that the majority of participants favor differentiated practices, emphasizing the use of manipulative materials. However, a large proportion of respondents stated that they do not implement differentiated practices, expressing that pedagogical differentiation only applies to students with Special Health Needs.
Description
Dissertação de Mestrado, Educação Pré Escolar e Ensino do 1.º Ciclo do Ensino Básico, 29 de abril de 2024, Universidade dos Açores.
Keywords
Prática de Ensino Supervisionada Educação Pré-Escolar 1.º Ciclo do Ensino Básico Diferenciação Pedagógica Ensino da Matemática Método de Singapura
Citation
Aguiar, Sofia Marlene Caetano. (2023). "Diferenciação Pedagógica em Matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico: Percursos inspirados no Método de Singapura". 114 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/10400.3/7172