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O número e a forma numa interligação de conteúdos no processo de aprendizagem na Educação Pré-Escolar e no Ensino Básico
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Advisor(s)
Abstract(s)
O presente Relatório de Estágio foi realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da Universidade dos Açores, campus de Ponta Delgada, no contexto das unidades curriculares de Estágio Pedagógico I e de Estágio Pedagógico II.
Este documento apresenta uma reflexão global sobre o processo desenvolvido nas práticas educativas, focando, de forma particular, as atividades realizadas no âmbito da temática selecionada: o número e a forma numa interligação de conteúdos no processo de aprendizagem na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico. O percurso realizado, que é descrito neste relatório, permite perceber como é que estes dois conceitos se desenvolvem no processo de ensino-aprendizagem.
O relatório é constituído por três grandes partes que se articulam e dialogam entre si. Na primeira parte, são feitas algumas considerações acerca do perfil e formação do educador/professor e explora-se o tema central tanto em termos teóricos como a partir da apresentação do relato de práticas havidas nos dois estágios. De modo complementar, são ainda apresentados dados de um estudo de natureza qualitativa e descritiva, realizado ao nível do 1.º Ciclo do Ensino Básico, sobre erros dos alunos em tarefas relacionadas com números, operações e formas geométricas. Este estudo teve o intuito de conhecer onde persiste o erro em tarefas matemáticas, se naquelas sem correção pelo professor ou naquelas com correção pelo professor, podendo a correção ser realizada de forma coletiva ou individual. Nele participaram 15 crianças da turma de estágio e foram recolhidos registos escritos de tarefas produzidas por elas, sendo os dados tratados mediante a análise de conteúdo. Na segunda parte, expomos a ação pedagógica realizada na Educação Pré-Escolar bem como a análise e reflexão das atividades concretizadas no âmbito da temática deste relatório de estágio. Por fim, na terceira parte, apresentamos a ação pedagógica realizada no 1.º Ciclo do Ensino Básico, assim como a análise e reflexão das atividades realizadas no âmbito da temática deste relatório.
Quanto ao estudo, concluímos que os erros têm menor incidência na sequência de correções individualizas, contrariamente às tarefas corrigidas coletivamente. O número de erros mantém-se mais elevado nas tarefas sem correção, o que parece revelar alguma falta de iniciativa do aluno para a regulação da qualidade das tarefas matemáticas que realiza.
Relativamente à prática pedagógica, na Educação Pré-Escolar foi possível aferir que grande parte das atividades matemáticas permitiram abordar conteúdos, principalmente, da Linguagem Oral e Abordagem à Escrita e das Artes Visuais. No caso do 1.° Ciclo, as atividades matemáticas estiveram particularmente relacionadas com conteúdos do Estudo do Meio, do Português e da Expressão Plástica. Em ambas as práticas pedagógicas, foi evidente que a exploração de situações do dia-a-dia das crianças bem como o lúdico facilitaram o desenvolvimento de diversas capacidades associadas ao número e à forma, sendo ótimas estratégias para a consolidação destes conceitos.
ABSTRACT: This Internship Report was performed within the scope of the Master's Degree in Childhood Education and Teaching of 1st Cycle of Primary Education in the University of the Azores, Ponta Delgada Campus, in the context of the curricular units of Pedagogical Stage I and Pedagogical Stage II. This document intends to present a global reflection on the process that was developed in educational practices, focusing on the activities carried out within the scope of the selected theme, in particular: the number and form in a content interconnection over the learning process in Childhood Education and in the 1st Cycle of Primary Education. The journey described in this report allows us to understand how these two concepts develop during the teaching-learning process. The report is based on three major parts which articulate and dialogue one to another. In the first part, some considerations will be made about the profile and training of the educator/ teacher and explores the central theme, both in theoretical terms and in the presentation of data from a study conducted in the 1st Cycle of Primary Education. This qualitative and descriptive study had the purpose to determinate where does the error in mathematical tasks persists, whether in those without the teacher’s correction or those corrected by the teacher, wherein the correction being done collectively or individually. Fifteen children from the internship class have participated in the study, and their executed tasks were subject to written records which provided the data processed through content analysis. The second part will describe the pedagogical action carried out in childhood education, as well as the analysis and reflection of the activities carried out within the scope of this internship report. Finally, the third part will refer to the pedagogical action performed in the 1st Cycle of Primary Education, as well as the analysis and reflection of the activities carried out within the scope of this report. As for the study itself, it is concluded that the errors have a lower incidence in the sequence of individualized corrections, in opposition to the tasks that are corrected collectively. The number of errors remains higher in tasks without correction, which seems to reveal some lack of initiative in students to regulate the quality of the mathematical tasks they were assigned to resolve. Regarding the pedagogical practice, in Childhood Education it was possible to verify that a great share of mathematical activities allowed to approach some contents such as Oral Language, Approach to Writing and Visual Arts. As for the 1st Cycle inferences, the mathematical activities were mainly related to the contents of the Study of the Environment, Portuguese and Plastic Expression. In both pedagogical practices, it was clear that the instigation of the ordinary circumstances of children’s everyday life, as well as playtime, has facilitated the development of several skills related to number and form, thus resulting in great strategies for the consolidation of these concepts.
ABSTRACT: This Internship Report was performed within the scope of the Master's Degree in Childhood Education and Teaching of 1st Cycle of Primary Education in the University of the Azores, Ponta Delgada Campus, in the context of the curricular units of Pedagogical Stage I and Pedagogical Stage II. This document intends to present a global reflection on the process that was developed in educational practices, focusing on the activities carried out within the scope of the selected theme, in particular: the number and form in a content interconnection over the learning process in Childhood Education and in the 1st Cycle of Primary Education. The journey described in this report allows us to understand how these two concepts develop during the teaching-learning process. The report is based on three major parts which articulate and dialogue one to another. In the first part, some considerations will be made about the profile and training of the educator/ teacher and explores the central theme, both in theoretical terms and in the presentation of data from a study conducted in the 1st Cycle of Primary Education. This qualitative and descriptive study had the purpose to determinate where does the error in mathematical tasks persists, whether in those without the teacher’s correction or those corrected by the teacher, wherein the correction being done collectively or individually. Fifteen children from the internship class have participated in the study, and their executed tasks were subject to written records which provided the data processed through content analysis. The second part will describe the pedagogical action carried out in childhood education, as well as the analysis and reflection of the activities carried out within the scope of this internship report. Finally, the third part will refer to the pedagogical action performed in the 1st Cycle of Primary Education, as well as the analysis and reflection of the activities carried out within the scope of this report. As for the study itself, it is concluded that the errors have a lower incidence in the sequence of individualized corrections, in opposition to the tasks that are corrected collectively. The number of errors remains higher in tasks without correction, which seems to reveal some lack of initiative in students to regulate the quality of the mathematical tasks they were assigned to resolve. Regarding the pedagogical practice, in Childhood Education it was possible to verify that a great share of mathematical activities allowed to approach some contents such as Oral Language, Approach to Writing and Visual Arts. As for the 1st Cycle inferences, the mathematical activities were mainly related to the contents of the Study of the Environment, Portuguese and Plastic Expression. In both pedagogical practices, it was clear that the instigation of the ordinary circumstances of children’s everyday life, as well as playtime, has facilitated the development of several skills related to number and form, thus resulting in great strategies for the consolidation of these concepts.
Description
Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 15 maio de 2019, Universidade dos Açores.
Keywords
Educação Pré-Escolar Ensino Básico (1º Ciclo) Ensino de Matemática Matemática Número Prática Pedagógica Mathematics Learning Number and Form
Pedagogical Context
Citation
Cabral, Marisa da Costa Reis Portugal. "O número e a forma numa interligação de conteúdos no processo de aprendizagem na Educação Pré-Escolar e no Ensino Básico". 2019. 135 p.. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2018. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/5142>.