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O presente Relatório Final de Estágio concebido no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico organiza-se em duas partes. A primeira é alusiva à reflexão crítica sobre as práticas desenvolvidas em contexto e a segunda é referente ao projeto de investigação implementado num Jardim de Infância da zona urbana de Viseu com crianças em idade Pré-Escolar. O estudo procura compreender de que forma as interações comunicativas influenciam a aprendizagem de ideias matemáticas. A investigação de natureza qualitativa foi conseguida com recurso à observação, às notas de campo, a gravações de áudio e vídeo e ainda a instrumentos de natureza documental. Os resultados obtidos dão-nos conta de que as interações que se estabelecem entre pares, entre adulto-criança e entre as crianças, o espaço e os materiais, são cruciais para a aprendizagem de ideias matemáticas. Entre si, as crianças criam dinâmicas de interação que levam à construção de conhecimentos matemáticos, ao desenvolvimento da comunicação, do raciocínio e do poder de argumentação. Estas dinâmicas observam-se em atos de fala como o Questionar, o Explicar e o Responder. A relação que se constrói entre o adulto e a criança torna-se decisiva quando se procura estabelecer interação. As dinâmicas que se criam permitem a construção e reestruturação de ideias matemáticas através dos atos discursivos que se estabelecem. A organização e apresentação do espaço assim como dos materiais é outro aspeto a ter em linha de conta, uma vez que revela o papel da criança com os mesmos durante o seu processo de aprendizagem.
This Internship Final Report conceived within the scope of the Master in PreSchool Education and Teaching of the 1st Cycle of Basic Education is organized in two parts. The first part refers to the critical reflection on the practices developed in the context and the second part refers to the research project implemented in a Kindergarten in the urban area of Viseu with children of Pre-School age. The study seeks to understand how communicative interactions influence the learning of mathematical ideas. Qualitative research was carried out using observation, field notes, audio and video recording and instruments of a documentary nature. The results obtained show us that interactions established between peers, between adult-child and between children, space and materials, are crucial for the learning of mathematical ideas. Among themselves, the children create interaction dynamics that lead to the construction of mathematical knowledge, the development of communication, reasoning and the power of argumentation. These dynamics are observed in speech acts such as Questioning, Explaining and Responding. The relationship that is built between the adult and the child becomes decisive when trying to establish interaction. The dynamics that are creates allow the construction and restructuring ideas through the discursive acts that are established. The organization and presentation of the space as well as the materials is another aspect to consider, as it reveals the child’s role with them during their learning process.
This Internship Final Report conceived within the scope of the Master in PreSchool Education and Teaching of the 1st Cycle of Basic Education is organized in two parts. The first part refers to the critical reflection on the practices developed in the context and the second part refers to the research project implemented in a Kindergarten in the urban area of Viseu with children of Pre-School age. The study seeks to understand how communicative interactions influence the learning of mathematical ideas. Qualitative research was carried out using observation, field notes, audio and video recording and instruments of a documentary nature. The results obtained show us that interactions established between peers, between adult-child and between children, space and materials, are crucial for the learning of mathematical ideas. Among themselves, the children create interaction dynamics that lead to the construction of mathematical knowledge, the development of communication, reasoning and the power of argumentation. These dynamics are observed in speech acts such as Questioning, Explaining and Responding. The relationship that is built between the adult and the child becomes decisive when trying to establish interaction. The dynamics that are creates allow the construction and restructuring ideas through the discursive acts that are established. The organization and presentation of the space as well as the materials is another aspect to consider, as it reveals the child’s role with them during their learning process.
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Keywords
Matemática Interações Educação Pré-Escolar Aprendizagem Math Interactions Pre-School Education Learning