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Aprendizagem Cooperativa em Matemática: Práticas Pedagógicas na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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Abstract(s)
O presente Relatório de Estágio centra-se na análise fundamentada sobre o 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.
Na realização deste trabalho, selecionámos para estudo e aprofundamento a promoção da Aprendizagem Cooperativa no ensino-aprendizagem da Matemática. A Aprendizagem Cooperativa não é uma perspetiva recente, porém tem vindo a ganhar progressivo destaque nos currículos de vários países, em particular, de Portugal. Esta abordagem coloca a criança/aluno no centro do processo de aprendizagem, procurando, através da partilha de ideias, análise e discussão conjuntas (em pequenos grupos) e do auxílio mútuo, que todas as crianças/alunos alcancem os objetivos de aprendizagem propostos. Na área/domínio da Matemática, a Aprendizagem Cooperativa pode ser potenciada pelas teorias construtivistas do Método de Singapura que consideram o discente como construtor do seu próprio conhecimento.
As nossas práticas pedagógicas, analisadas e refletidas neste documento, foram momentos essenciais de aprendizagem e desenvolvimento pessoal e profissional. As atividades dinamizadas com foco na Aprendizagem Cooperativa na área/domínio da Matemática tiveram efeitos positivos no grupo/turma, tanto no desenvolvimento de competências sociais como de aprendizagens de conceitos, procedimentos e processos.
Complementarmente, realizámos um estudo através de inquéritos por questionário, com a finalidade de aprofundarmos o conhecimento sobre as representações e as perspetivas de Educadores de Infância e Professores do 1.º Ciclo do Ensino Básico sobre a Aprendizagem Cooperativa na Matemática. Neste ponto, verificámos que a maioria dos nossos inquiridos declara conhecer e considerar a Aprendizagem Cooperativa nas suas práticas pedagógicas na área/domínio da Matemática, identificando benefícios desta para a aprendizagem dos discentes. Contudo, alguns docentes identificam a falta de tempo, de formação e a presença de crianças/alunos com necessidades educativas nos seus grupos/turma como fatores que dificultam este tipo de práticas.
ABSTRACT: This internship report focuses on an analysis of the work developped during our Pedagogical Internships I and II, (done in Preschool and Primary School, respectively) as part of the Master’s degree in Preschool and teaching in Primary School at the University of the Azores. The theme that we chose for our study and deep analysis focus in the teaching-learning of Mathematics by Cooperative Learning. Cooperative Learning isn’t a recent concept properly, although it’s been gainnig a lot of attention in school’s curriculms all around the world, just like in Portugal. This method puts the student in the centre of his own process of learning and it makes the students help each other to achive the learning goals, by sharing and discussing each others ideas (in small groups). In terms of Mathematics, the Cooperative Learning can be suported by the constructive theories of Singapore’s Method, that believes that the student is the builder of his own knowledge. Our pedagogical practiceses analysed and reflected were essential moments in our learning and professional and personal development. The activities done with focus on Cooperative Learning in Mathematic had positive efects on the group/class, both in the development of their social skills and in the learning of concepts, procedures and processes. In addition to this, we made a research study through a questionnaire survey, with the goal of deepening our knowledge about the practises and knowledge of Preschool and Primary School teachers about Cooperative Learning in Mathematics. In this point we found that the majority of our respondentes know and apply the Cooperative Learning in their pedagogical practises in the area of Mathematics, highlighting some benefits that this brings to the learning of students. However, some teachers identify the lack of time, knowledge and the present of children/students with special needs in their groups/classes as factors who difficult this type of practices.
ABSTRACT: This internship report focuses on an analysis of the work developped during our Pedagogical Internships I and II, (done in Preschool and Primary School, respectively) as part of the Master’s degree in Preschool and teaching in Primary School at the University of the Azores. The theme that we chose for our study and deep analysis focus in the teaching-learning of Mathematics by Cooperative Learning. Cooperative Learning isn’t a recent concept properly, although it’s been gainnig a lot of attention in school’s curriculms all around the world, just like in Portugal. This method puts the student in the centre of his own process of learning and it makes the students help each other to achive the learning goals, by sharing and discussing each others ideas (in small groups). In terms of Mathematics, the Cooperative Learning can be suported by the constructive theories of Singapore’s Method, that believes that the student is the builder of his own knowledge. Our pedagogical practiceses analysed and reflected were essential moments in our learning and professional and personal development. The activities done with focus on Cooperative Learning in Mathematic had positive efects on the group/class, both in the development of their social skills and in the learning of concepts, procedures and processes. In addition to this, we made a research study through a questionnaire survey, with the goal of deepening our knowledge about the practises and knowledge of Preschool and Primary School teachers about Cooperative Learning in Mathematics. In this point we found that the majority of our respondentes know and apply the Cooperative Learning in their pedagogical practises in the area of Mathematics, highlighting some benefits that this brings to the learning of students. However, some teachers identify the lack of time, knowledge and the present of children/students with special needs in their groups/classes as factors who difficult this type of practices.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 16 de abril de 2024, Universidade dos Açores.
Keywords
Estágio Pedagógico Educação Pré-Escolar 1.º Ciclo do Ensino Básico Aprendizagem Cooperativa Ensino da Matemática Método de Singapura
Citation
Pimentel, Ana Sofia Domingos. (2023). "Aprendizagem Cooperativa em Matemática: Práticas Pedagógicas na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico". 143 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/10400.3/7129