Browsing by Author "Gomes, Helena Margarida dos Santos Vasconcelos"
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- Algorithmic thinking and creativity: a deck of cards for early childhood educationPublication . Pacheco Figueiredo, Maria; Alves, Valter; Gomes, Diana; Amante, Susana; Sousa, C.; Gomes, Helena Margarida dos Santos Vasconcelos; P. Duarte, Rui; Gomes, Cristina Azevedo; Rego, Belmiro; Evin Gencel, IlkeThe challenges presented to educational systems and researchers about algorithmic thinking are wide and exciting. Several initiatives are working on contributions. In the framework of a European Project focused on algorithmic thinking skills through play-based learning, we undertook the development of a resource for introducing algorithmic thinking to teachers and children in Early Childhood Education. The paper presents the resource, a deck of cards, highlighting its connections to creativity and algorithmic thinking. The paper briefly introduces the research design in place to pilot together with preliminary data from the tests with future teachers and a group of 5 years-old children. The deck of cards has been well received by both future teachers and children. The simple drawings are considered attractive and allow for diverse decisions about what to represent. Conditions, in particular, were well received by children. Further analysis of existing data will provide more information regarding the potential and limitations of the deck of cards.
- Algorithmic Thinking in Early Childhood Education: Opportunities and Supports in the Portuguese ContextPublication . Figueiredo, Maria Pacheco; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Gomes, Cristina Azevedo; Rego, Belmiro; Alves, Valter; Duarte, Rui PedroALGO-LITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey and Slovenia, in search of ways to integrate Algorithmic Thinking skills into preschool education for the purpose of growing future code literates starting from the earliest ages. Algorithmic Thinking stems from the concept of an algorithm, which refers to solving a problem by developing a set of steps taken in a sequence to achieve the desired outcome (Katai, 2014). The concept can be traced to the work of Papert (1980, 1991) and is connected to the seminal article by Wing (2006) that introduced Computational Thinking. Barretal (2011) concluded that in K-12, Algorithmic Thinking involves problem-solving skills and particular dispositions, such as confidence and persistence when confronting particular problems. Early Childhood Education algorithmic skills include abilities to learn and work according to the rules or models since children are capable to understand, use, apply and develop simple algorithms. Children are also capable of analyzing and correcting the sequence of actions to reach results, transferring known methods of actions to new situations, and describing their activities to others in a clear way (Voronina et al., 2016; Games for learning algorithmic thinking, 2017). The paper analyses initiatives, studies, and projects that are connected to Algorithmic Thinking in Early Childhood Education in Portugal. A review of literature was developed, starting with curricular documents for Preschool Education (3 to 6 years old) and other documents from the ICT Educational Policy in the country. The second step was a search in databases for studies and projects that looked into Algorithmic Thinking and Computational Thinking in Early Childhood Education in Portugal. The analyses looked into the following themes: a) what definition and elements of Algorithmic Thinking are present?, b) to which concepts and curricular areas is it connected to?, c) what is expected that children in Early Childhood Education learn in relation to Algorithmic Thinking?, d) to what pedagogical elements is Algorithmic Thinking related to?. In terms of curricular documents, it was found that code has been relevant for Portuguese Early Childhood Education (at least) since 1997. In their first edition, the Portuguese Curricular Guidelines for Pre-School Education (Ministério da Educação, 1997) included computer code as one of the codes children should get acquainted with. This meant its inclusion under the domain “Spoken Language and Introductory Writing”. It was stated that “code” was present and would be necessary in children’s lives and could be used in arts, music, mathematic, or writing (Portuguese) (p. 72). This approach was positively singled out by the OECD report: addressing the topic of ICT in the guidelines interconnected with other forms of communication and information learning (Taguma et al., 2012). In 2016, the Portuguese Curricular Guidelines for Pre-School Education (PCGPSE) were reviewed and this second version amplifies the mentions to technology. The findings include an analysis for each of the six curricular areas and domains. In terms of studies and projects, the “Kids Media Lab Project II” stood out as the only systematic initiative for promoting Computational Thinking in Preschool Education (Pinto, Fernandes & Osório, 2021). In the findings, the main elements of the project are discussed.
- Aprender na educação de infância brincando com uma fita métricaPublication . Figueiredo, Maria; Marchese, M.; Gomes, Helena Margarida dos Santos Vasconcelos; Menezes, Luís; martins, ana patrícia; Ribeiro, AntónioThe study was developed in Master’s Degree in Early Childhood and Primary Education, during the praticum, with children from 3 to 6 years old, focusing on the importance of play. The organization of the educational environment is one of the dimensions of Early Childhood Pedagogy and provides integrated and contextualized learning, namely through opportunities to play significantly in spaces and materials organized with intention, enjoying relationships and time that are also the focus of the pedagogical organization. The study aimed to understand the mathematical activity that children developed with a measuring tape and what meanings they attributed to it. The measuring tape was introduced, without explanation, into the dolls' corner. The qualitative study relayed on participant observation and short interviews with the 18 children in the group. The results showed that the tape was included in the children's play and that different meanings were attributed to it. One group recognized and used the measuring tape to measure; a second group recognized this tool, associated it with measurement, but was not sure how to use it; finally, a third group played with the tape without recognizing its function. The complexity of the meanings attributed by children and their ability to share and co-construct meaning during play reveal the potential of this activity and the importance of enriching the play areas, as well as of the opportunity to reflect on their experiences.
- Atas do 9.º Congresso Olhares Sobre a Educação / 2nd International Congress Perspectives on EducationPublication . Figueiredo, Maria Pacheco; Silva, Ana Isabel; Rocha, João; Souto E Melo, Ana Luísa; Cardoso, Ana Paula; Ribeiro, António; Gomes, Helena Margarida dos Santos Vasconcelos; Menezes, Luís; Felizardo, Sara
- Atas do XXVIII Seminário de Investigação em Educação MatemáticaPublication . Menezes, Luís; Ribeiro, António; Gomes, Helena Margarida dos Santos Vasconcelos; martins, ana patrícia; Tavares, Fernanda; Pinto, HéliaEm 2017, realiza-se em Viseu, pela terceira vez, o Seminário de Investigação em Educação Matemática (SIEM), dinamizado pelo Grupo de Trabalho de Investigação (GTI) da Associação de Professores de Matemática (APM). Estes seminários aconteceram em 1992 e em 2002. Em 1992 realizou-se na Escola Superior de Educação de Viseu o III SIEM. Foi neste seminário que surgiu, de forma mais visível, o Grupo de Trabalho de Investigação, com a aprovação dos seus objetivos e linhas orientadoras. A ideia de constituir, no seio da Associação de Professores de Matemática, um grupo de trabalho dedicado à Investigação em Educação Matemática vinha de trás, do Encontro de Professores de Matemática (ProfMat) de 1989, em Viana do Castelo, por iniciativa de João Pedro da Ponte. Em 1992, Viseu sucedia, assim, ao SIEM das Caldas da Rainha, em 1990, e ao SIEM do Porto, no ano seguinte. A revista Quadrante, publicada pelo GTI, tem tantos anos quantos decorreram desde esse primeiro SIEM em Viseu, 25 anos. Pode dizer-se que a Quadrante nasceu em Viseu, na medida em que no seu número inaugural, que saiu nesse ano de 1992, publicou textos baseados em comunicações realizadas no III SIEM.
- Avaliação em Matemática: Problemas e desafiosPublication . Menezes, Luís; Santos, Leonor; Gomes, Helena Margarida dos Santos Vasconcelos; Rodrigues, CátiaEste livro contém um conjunto de artigos sobre a temática da avaliação em Matemática, identificando problemas e desafios.
- Brincar e participar como processos de aprendizagem das operações aritméticas na Educação Pré-EscolarPublication . Dória, Goretti; Figueiredo, Maria Pacheco; Gomes, Helena Margarida dos Santos VasconcelosNa educação pré-escolar, ensinar concretiza-se na organização do ambiente educativo e em interações mais ou menos orientadas pelo/a educador/a. Nas Orientações Curriculares para a Educação Pré-Escolar portuguesas, a organização do ambiente educativo surge como suporte da gestão curricular e o brincar é valorizado de forma transversal a todas as áreas de conteúdo. Em termos matemáticos, destaca-se o desafio de organizar o espaço, os materiais e as interações que promovam o envolvimento das crianças na resolução de problemas e as oportunidades que o brincar oferece para o desenvolvimento da comunicação e do raciocínio matemáticos. Esta abordagem reconhece os saberes e experiências das crianças como base para a sua aprendizagem, nomeadamente no âmbito da Matemática. Apresentamos situações experienciadas e investigadas num contexto pré-escolar português, analisando as propostas do adulto e as resoluções de 20 crianças entre 3 e 6 anos. As situações foram desenhadas tendo em vista o trabalho com as operações aritméticas, procurando contribuir para o seu desenvolvimento.
- Criatividade na atividade matemáticaPublication . martins, ana patrícia; Gomes, Helena Margarida dos Santos VasconcelosFalar de criatividade exige criatividade. Fazer com criatividade exige, ainda, mais criatividade. A Matemática é vista por muitos, ainda, como uma ciência pouco aberta e que serve o mundo com a resposta a inúmeros problemas. Num mundo onde abundam ideias, problemas e soluções, distinguem-se aqueles que são diferentes porque são mais eficientes, porque são inovadores ou, simplesmente, porque são únicos. Conjugar a natureza de uma ciência como a Matemática com métodos e processos mais abertos e mais criativos é algo que começou, muito recentemente, a tomar forma. Mas, o que significa ser criativo no trabalho em Matemática? Neste artigo procuramos reunir ideias da literatura que respondem a esta questão, apresentamos, também, as perspetivas de profissionais que diariamente trabalham com a Matemática, a nível da investigação, do ensino ou da divulgação e, por fim, referimo-nos a manifestações da Matemática em áreas distintas. Acima de tudo, queremos deixar a porta aberta para se continuar a pensar com criatividade sobre aquilo que pode ser a criatividade na atividade matemática.
- Curriculum –Integration of Algorithmic Thinking Skills into Preschool EducationPublication . Evin Gencel, İlke; Akyüz, Büşra; Kavaklı, Nurdan; Yoleri, Sibel; Licardo, Marta; Vršnik Perše, Tina; Pezak, Jasminka; Figueiredo, Maria Pacheco; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Gomes, Cristina Azevedo; Rego, Belmiro; Alves, Valter; Duarte, RuiALGOLITTLE is an EU funded Erasmus+ KA203 project seeking the ways of integrating algorithmic thinking skills into preschool education to cultivate future’s code literates starting from the earliest years. When we consider the COVID-19 outbreak process, while a transformation has been being experienced in every field, education has also been digitalized in a tremendous way. These developments promise the systems digitalized in a more global scale. Therefore, it becomes important to raise individuals with the skills allowing them to keep up with the expectations of the 21st century business world. ALGOLITTLE project consortium consists of 6 partners: İzmir Democracy University (Turkey), Scuola di Robotica (Italy), University of Maribor (Slovenia), University of Rijeka (Croatia), Instituto Politecnico de Viseu (Portugal) and Educloud Ed-Tech (Turkey). The consortium has been developing a curriculum and teaching materials to equip early childhood education undergraduates with the new skills which modern world demands and support them to become competent to meet the requirements of their future professions. Algorithmic thinking skills are defined as thinking about the steps to achieve a determined objective in a clear and detailed way (Brown, 2015). This term was suggested for the first time by Wing (2006) and is based on the studies of Seymour Papert (Papert, 1980, 1991). Wing (2006) claims that algorithmic thinking requires “solving problems, designing systems and understanding human behaviour by benefiting from the basic concepts of computer science”. And this becomes an opportunity in teacher education to ensure undergraduate students gain contemporary and innovative skills.
- Curriculum –Releasing Maths Anxiety with the Use of RoboticsPublication . Konaklı, Tuğba; Koç, Yusuf; Arı, Arzu; Arslan, Hasan; Daniela, Linda; Helmane, Ineta; Gomes, Helena Margarida dos Santos Vasconcelos; Gomes, Cristina Azevedo; Figueiredo, Maria; Menezes, Luís; Operto, Fiorella; Pedemonte, Gianluca; Şenol, Gizem