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Representações e práticas de estagiários e supervisores no domínio da matemática na educação pré-escolar
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Advisor(s)
Abstract(s)
A presente investigação aborda as representações e práticas de educadores e futuros educadores de infância no domínio da matemática, em contexto de supervisão. A escolha deste tema foi determinada pelo nosso contexto profissional, bem como pelo facto de serem ainda poucos os estudos a este respeito em Portugal, apesar de se reconhecer a importância da matemática na estruturação do pensamento e raciocínio lógico da criança em idade pré-escolar. Com esta investigação procurámos apreender as representações de estagiários e supervisores da escola acerca da matemática e da educação matemática no pré-escolar; caraterizar e relacionar as suas práticas e representações das práticas no domínio da matemática; compreender a relação entre o processo de formação e as representações e práticas no domínio da matemática; e ainda analisar as representações de supervisores relativamente ao impacto formativo da supervisão e da supervisão em contexto de investigação. Tendo em conta os objetivos e a natureza do problema em estudo, optámos por uma investigação qualitativa, sendo a entrevista e a análise documental as principais técnicas usadas na recolha dos dados. O trabalho desenvolveu-se em dois estudos complementares. O estudo 1 envolveu nove estagiários de um Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e as três respetivas supervisoras da escola; o estudo 2 envolveu três estagiários de uma licenciatura em Educação Básica e nós, na dupla qualidade de supervisora da escola e investigadora. Os resultados permitem-nos registar que, embora estagiários e supervisoras da escola reconheçam a importância da abordagem à matemática no pré-escolar para o desenvolvimento da criança assim como para uma adequada preparação para o 1.º ciclo, trabalham pouco este domínio, privilegiam atividades “informais”, favorecem o tratamento de determinados conceitos e recorrem muito pouco a materiais manipuláveis estruturados. São fatores potencialmente explicativos disso, as representações negativas que têm da área, a falta de formação didática que registam e as próprias práticas que observam nos jardins de infância. Nesta matéria, embora estagiários e supervisores assumam o potencial do processo supervisivo para a partilha de ideias e materiais, bem como para a atualização de conhecimentos e a reflexão sobre as práticas, aquele não parece potenciar a transformação destas, nem mesmo quando aquelas são objeto de investigação.
ABSTRACT: This study centers on identifying and analyzing current and future early childhood educators’ ideas and practices in the field of mathematics. We chose this topic because it interests us as an early childhood educator and also because there are not many studies in the area in Portugal, despite general acknowledgement of the importance of mathematics in the development of logical reasoning and thinking in pre-school children. With this research we aimed to learn trainees and school supervisors’ ideas regarding mathematical education in preschool; to characterize and relate their practices in the field of mathematics; to understand the relation between the training process and the ideas and practices in the field of mathematics; to analyze trainees and supervisors’ ideas on the impact that the process of supervision has on them; to discuss the practice of supervision while researching. Considering our goals and the nature of our problem, we adopted a qualitative research methodology, choosing interviews and document analysis to collect data. Our research was divided into two complementary studies. Study 1 involved nine trainees from a master degree in Preschool and Primary Education as well as their school supervisors; study 2 involved three trainees from a graduate degree in Basic Education and myself, both as school supervisor and researcher. The results allowed us to register that even though trainees and supervisors are aware of the importance of dealing with mathematics in preschool for children’s general development as well as their preparation for primary school, they don’t invest much in the area, they prefer “informal” activities and favour certain topics over others and almost never use manipulative materials. That may be due either to a predominant negative idea on mathematics, or to a lack of training in the didactics of mathematics or even to the practices they watch in preschool. In this matter, although trainees and supervisors recognize the potential of the supervising process to share ideas and materials, as well as to update knowledge and think on the practices, the process doesn’t seem to help them change their practices, not even when they are involved in a research process.
ABSTRACT: This study centers on identifying and analyzing current and future early childhood educators’ ideas and practices in the field of mathematics. We chose this topic because it interests us as an early childhood educator and also because there are not many studies in the area in Portugal, despite general acknowledgement of the importance of mathematics in the development of logical reasoning and thinking in pre-school children. With this research we aimed to learn trainees and school supervisors’ ideas regarding mathematical education in preschool; to characterize and relate their practices in the field of mathematics; to understand the relation between the training process and the ideas and practices in the field of mathematics; to analyze trainees and supervisors’ ideas on the impact that the process of supervision has on them; to discuss the practice of supervision while researching. Considering our goals and the nature of our problem, we adopted a qualitative research methodology, choosing interviews and document analysis to collect data. Our research was divided into two complementary studies. Study 1 involved nine trainees from a master degree in Preschool and Primary Education as well as their school supervisors; study 2 involved three trainees from a graduate degree in Basic Education and myself, both as school supervisor and researcher. The results allowed us to register that even though trainees and supervisors are aware of the importance of dealing with mathematics in preschool for children’s general development as well as their preparation for primary school, they don’t invest much in the area, they prefer “informal” activities and favour certain topics over others and almost never use manipulative materials. That may be due either to a predominant negative idea on mathematics, or to a lack of training in the didactics of mathematics or even to the practices they watch in preschool. In this matter, although trainees and supervisors recognize the potential of the supervising process to share ideas and materials, as well as to update knowledge and think on the practices, the process doesn’t seem to help them change their practices, not even when they are involved in a research process.
Description
Dissertação de Mestrado em Supervisão Pedagógica (Ensino da Educação de Infância / 1º ciclo).
Keywords
Educação Pré-Escolar Formação Contínua Formação Inicial Matemática Prática Pedagógica Supervisão Pedagógica Mathematical Education Pedagogic Practice Supervision Teacher Training
Citation
Vitória, Eva da Conceição Fonseca – "Representações e práticas de estagiários e supervisores no domínio da matemática na educação pré-escolar". Ponta Delgada : Universidade dos Açores. 2013. 204 p.. Dissertação de Mestrado.