Explicitação de aprendizagens matemáticas em práticas que articulam Matemática e Educação Física: Relatório de Prática de Ensino Supervisionada na Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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2021-04-16
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Este relatório final consiste numa reflexão sobre a Prática do Ensino Supervisionada (PES) nos contextos de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico (CEB). Além de uma componente prática de descrição de atividades desenvolvidas, existe uma componente de reflexão sobre a prática desenvolvida, relativamente ao tema escolhido – explicitação de aprendizagens matemáticas em práticas que articulam Matemática e Educação Física – com foco primordial na ligação com o ensino a distância que foi novidade na PES no 1.º CEB, devido à pandemia covid-19. Relacionou-se a Matemática com a vertente da Educação Física, em ambos os contextos da PES, através de atividades que articulam estes dois domínios com o objetivo de promover a aprendizagem de noções de matemática. Já existem vários estudos relativamente a este contexto, pelo que se pretendia recorrer e aplicar atividades já existentes, no entanto dado o surgimento imprevisto da pandemia, tal só ocorreu no Educação Pré-Escolar, tendo sido necessário criar tarefas de cariz de ensino a distância para o 1.º CEB. Nos estudos já existentes não é tratada a questão de explicitar as aprendizagens matemáticas que são trabalhadas. O nosso estudo procura dar relevo a este aspeto, ao procurar, por um lado, que as práticas promovam essa explicitação e por outro perceber se os alunos reconhecem a matemática nessas atividades, isto é, se os alunos conseguem perceber que estão a aprender conceitos matemáticos a partir da atividade Matemática em articulação com a Educação Física. A pandemia trouxe dificuldades acrescidas à PES no 1.º CEB, mas também possibilitou experiências profissionais novas e a criação de tarefas novas que enriqueceram este relatório.
This final report consists of a reflection on the Practice of Supervised Teaching in the PreSchool and 1st Cycle contexts of Basic Education. In addition to a practical component of describing activities developed, there is a component of reflection on the practice developed, in relation to the chosen theme – explanation of mathematical learning in practices that combine mathematics and physical education - with a primary focus on the connection with distance learning which was new in practice of supervised teaching in the 1st Cycle of Basic Education, due to the covid-19 pandemic. Mathematics was related to the physical education aspect in both contexts, through activities that articulate these two domains to promote the learning of mathematical notions. There are already several studies in this context, which is why I wanted to use and apply existing activities, however given the unforeseen emergence of the pandemic, this only occurred in Pre-School, and it was necessary to create tasks of a distance learning nature for the 1st Cycle of Basic Education. Existing studies do not deal with the question of explaining how mathematical learning is worked on. Our study seeks to emphasize this aspect: on the one hand, that practices promote this explanation and on the other hand, to understand whether students recognize mathematics in these activities, that is, if students can perceive that they are learning mathematical concepts from mathematical activity in conjunction with physical education. The pandemic brought additional difficulties to the practice of supervised teaching in the 1st Cycle of Basic Education, but it also enabled new professional experiences and the creation of new tasks that enriched this report.
This final report consists of a reflection on the Practice of Supervised Teaching in the PreSchool and 1st Cycle contexts of Basic Education. In addition to a practical component of describing activities developed, there is a component of reflection on the practice developed, in relation to the chosen theme – explanation of mathematical learning in practices that combine mathematics and physical education - with a primary focus on the connection with distance learning which was new in practice of supervised teaching in the 1st Cycle of Basic Education, due to the covid-19 pandemic. Mathematics was related to the physical education aspect in both contexts, through activities that articulate these two domains to promote the learning of mathematical notions. There are already several studies in this context, which is why I wanted to use and apply existing activities, however given the unforeseen emergence of the pandemic, this only occurred in Pre-School, and it was necessary to create tasks of a distance learning nature for the 1st Cycle of Basic Education. Existing studies do not deal with the question of explaining how mathematical learning is worked on. Our study seeks to emphasize this aspect: on the one hand, that practices promote this explanation and on the other hand, to understand whether students recognize mathematics in these activities, that is, if students can perceive that they are learning mathematical concepts from mathematical activity in conjunction with physical education. The pandemic brought additional difficulties to the practice of supervised teaching in the 1st Cycle of Basic Education, but it also enabled new professional experiences and the creation of new tasks that enriched this report.
Descrição
Relatório de Prática de Ensino Supervisionada de natureza dissertativa, elaborado para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
Palavras-chave
Conceitos matemáticos elementares , identificação de conceitos matemáticos