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Abstract(s)
O presente Relatório de Estágio foi desenvolvido no âmbito da componente
Prática de Ensino Supervisionada (PES) do Mestrado em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico, sendo composto por duas partes.
A primeira parte refere-se às práticas realizadas ao longo da PES, apresentando
uma reflexão e análise do trabalho desenvolvido, em ambos os contextos.
A segunda parte é constituída pelo trabalho de investigação que focou a
interseção entre Matemática, Didática e transição entre Educação Pré-Escolar e 1.º
Ciclo do Ensino Básico, focando as operações aritméticas. Este estudo incidiu em
estratégias destinadas a promover o desenvolvimento dos sentidos das operações na
Educação Pré-Escolar, respeitando a especificidade deste nível e, ainda, procurando
articulação com as aprendizagens que o Programa de Matemática para o Ensino Básico
(PMEB) prevê. A recolha de dados incluiu observação participante, notas de campo e
entrevistas. Além de situações de prática analisadas em torno das estratégias e
resoluções das crianças, o estudo considerou as perspetivas de quatro profissionais de
educação sobre o ensino de operações aritméticas em ambos os níveis de ensino.
Esta investigação conduziu às seguintes conclusões principais. Verificou-se,
com as atividades implementadas, que operações aritméticas podem ser trabalhadas
de forma relevante para a Pedagogia de Infância, respeitando a sua especificidade,
partindo de situações do quotidiano das crianças e tornando as aprendizagens
significativas, logo tornando-se vantajosas para o processo de transição para o 1.º CEB.
A mesma ideia foi apresentada pelas entrevistadas que valorizaram um ensino da
Matemática relevante para as crianças, com destaque para as interações. Todas as
profissionais revelaram, ainda, valorizar a continuidade educativa entendida como
compreensão autêntica dos conceitos que apoia as aprendizagens nos níveis seguintes.
This Report was developed within the scope of the Supervised Teaching Practice (PES) component of the Master's Degree in Early Childhood and Primary Education and consists of two parts. The first part refers to the practices carried out throughout the PES, presenting a reflection and analysis of the work developed, in both contexts. The second part consists of the research work that focused on the intersection between Mathematics, Didactics and the transition between Early Childhood Education and Primary Education, studying the arithmetic operations. This study focused on strategies to promote the development of the concept and meanings of operations in Early Childhood Education, respecting the specificity of this level and also seeking articulation with the learning that the Mathematics Program For Basic Education (PMEB) establishes. Data collection included participant observation, field notes and interviews. In addition to practice situations analyzed around the strategies and resolutions of the children, the study analyzed the perspectives of four education professionals on the teaching of arithmetic operations at both levels of education. This investigation led to the following main conclusions. It was verified, with the implemented activities, that arithmetic operations can be worked in a relevant way, respecting the specificity of Pedagogy of Early Childhood, starting from everyday situations and making the learning meaningful, making them advantageous for the transition process to Primary. All the professionals interviewed valued the educational continuity understood as authentic understanding of the concepts that supports the learning in the following levels.
This Report was developed within the scope of the Supervised Teaching Practice (PES) component of the Master's Degree in Early Childhood and Primary Education and consists of two parts. The first part refers to the practices carried out throughout the PES, presenting a reflection and analysis of the work developed, in both contexts. The second part consists of the research work that focused on the intersection between Mathematics, Didactics and the transition between Early Childhood Education and Primary Education, studying the arithmetic operations. This study focused on strategies to promote the development of the concept and meanings of operations in Early Childhood Education, respecting the specificity of this level and also seeking articulation with the learning that the Mathematics Program For Basic Education (PMEB) establishes. Data collection included participant observation, field notes and interviews. In addition to practice situations analyzed around the strategies and resolutions of the children, the study analyzed the perspectives of four education professionals on the teaching of arithmetic operations at both levels of education. This investigation led to the following main conclusions. It was verified, with the implemented activities, that arithmetic operations can be worked in a relevant way, respecting the specificity of Pedagogy of Early Childhood, starting from everyday situations and making the learning meaningful, making them advantageous for the transition process to Primary. All the professionals interviewed valued the educational continuity understood as authentic understanding of the concepts that supports the learning in the following levels.
Description
Keywords
operações aritméticas Educação Pré-Escolar 1.º Ciclo do Ensino Básico transição arithmetic operations early childhood education primary education transition
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu