Matemática poética – uma proposta para a aprendizagem da matemática
Data
2019-07-29
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A rotina do mundo é estar sempre em mudança, tal constante gera novas situações e motiva a procura de novas respostas. No campo da educação, e sendo esta a maior aliada da formação do indivíduo, as relações perguntas e respostas, problemas e estratégias, objetivos e resultados, devem ser frequentemente analisadas. Observando a paisagem contemporânea, percebemos que os desafios exigidos no universo profissional têm uma tendência crescente para o desenvolvimento das relações sociais, esta motivação deve também pertencer às escolas, porque estas recebem a responsabilidade de formar cidadãos. Espera-se, da escola, o sujeito autónomo, polivalente, cooperativo, criativo, empreendedor, líder e não o das melhores classificações, o mais competitivo, o chefe. Neste prisma, um ensino que privilegie o saber por compartimentos e o rigor técnico e cognitivo, em detrimento das dimensões afeto-emocionais, não concorre para o alcance do que é preconizado nas aprendizagens essenciais dos alunos e o exigido pela sociedade atual. A matemática é uma das áreas que, ainda que presente em tudo, mais desviada esteve de todas as outras. A língua materna, por sua vez, protagonizou, com a anterior, o maior afastamento. Com o intuito de colmatar esta e outras distâncias, o presente relatório apresenta uma abordagem interdisciplinar, cruzando as potencialidades do texto poético, com os conteúdos matemáticos. Resulta desta amálgama, a matemática poética que, sem anular o sentido lúdico e estético da poesia, visa motivar e oferecer outra perspetiva para a aprendizagem da matemática. Através da poesia, promovem-se hábitos de leitura e de escrita, desperta-se a sensibilidade, aguça-se a criatividade, promovem-se as várias competências que são basilares no desenvolvimento do raciocínio matemático – ler e escrever para ser capaz de compreender e comunicar; ser sensível e crítico para ler nas entrelinhas, rumo ao pensamento abstrato; ser criativo para imaginar outras estratégias e formular novas hipóteses, entre outros. Deste modo, o presente relatório serve dois propósitos: o primeiro - refletir sobre o ensino e as suas crenças, o ensino da matemática e os seus desafios, a influência do texto poético na infância e a sua presença na escola, defendendo a matemática poética como um caminho possível; o segundo - apresentar as experiências vivenciadas no âmbito da Prática de Ensino Supervisionada (PES) em Educação Pré-Escolar e Ensino do 1.º Ciclo (CEB), descrevendo as atividades concretizadas em cada um dos contextos, e cuja natureza é concernente ao tema.
Our world is in constant change, which creates new situations and leads to the search of new answers. The education field is without any doubt our best ally concerning the individual training, the relations between questions and answers, problem solving and strategies, goals and results, all this must be constantly discussed and analyzed. Being conscious of this contemporary landscape, we realize the demanding challenges of this professional universe and the growing tendency of social relations development. This challenge must be given to social responsibility to form citizens. School is expected to generate individual autonomy, cooperation, creativity, entrepreneurship and leadership, and no longer to be focused on the best grades or on the most competitive. In this perspective, teaching that privileges the knowledge by compartments and the technical and cognitive rigor, to the detriment of the affective-emotional dimensions, does not compete for the achievement of what is recommended in the students' essential learning and demanded by society. Despite being present everywhere, Mathematics has always been distant from the mother tongue language, which in turn played an even greater remoteness with this science. In order to fill in these gaps the present work illustrates an interdisciplinary approach by crossing the poetical text potentialities with mathematical contents. It is in this mixture that mathematical poetry is born. Without losing the playful and aesthetic sense of poetry, this mixture intends to promote and to offer a new perspective about mathematics learning. Through poetry reading and writing habits are promoted, sensitivity is awakened and creativity is sharpened, all essential skills to mathematical reasoning. Reading and writing allow us to understand and communicate; the sensitivity allows us to be sensitive and critical of reading between the lines heading to abstract thinking; creativity allows us to be creative, to figure out other strategies and formulate new hypotheses among other skills. This work serves two purposes. The first one is to make a reflection about poetic text influence in childhood and its presence in school, defending mathematical poetry as a possible path to follow. The second one introduces some tasks that were conducted following this idea in the Kindergarten and in the 1st grade of Primary school in a context of teaching practice.
Our world is in constant change, which creates new situations and leads to the search of new answers. The education field is without any doubt our best ally concerning the individual training, the relations between questions and answers, problem solving and strategies, goals and results, all this must be constantly discussed and analyzed. Being conscious of this contemporary landscape, we realize the demanding challenges of this professional universe and the growing tendency of social relations development. This challenge must be given to social responsibility to form citizens. School is expected to generate individual autonomy, cooperation, creativity, entrepreneurship and leadership, and no longer to be focused on the best grades or on the most competitive. In this perspective, teaching that privileges the knowledge by compartments and the technical and cognitive rigor, to the detriment of the affective-emotional dimensions, does not compete for the achievement of what is recommended in the students' essential learning and demanded by society. Despite being present everywhere, Mathematics has always been distant from the mother tongue language, which in turn played an even greater remoteness with this science. In order to fill in these gaps the present work illustrates an interdisciplinary approach by crossing the poetical text potentialities with mathematical contents. It is in this mixture that mathematical poetry is born. Without losing the playful and aesthetic sense of poetry, this mixture intends to promote and to offer a new perspective about mathematics learning. Through poetry reading and writing habits are promoted, sensitivity is awakened and creativity is sharpened, all essential skills to mathematical reasoning. Reading and writing allow us to understand and communicate; the sensitivity allows us to be sensitive and critical of reading between the lines heading to abstract thinking; creativity allows us to be creative, to figure out other strategies and formulate new hypotheses among other skills. This work serves two purposes. The first one is to make a reflection about poetic text influence in childhood and its presence in school, defending mathematical poetry as a possible path to follow. The second one introduces some tasks that were conducted following this idea in the Kindergarten and in the 1st grade of Primary school in a context of teaching practice.
Descrição
Relatório de Prática de Ensino Supervisionada em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
Palavras-chave
Matemática , Poesia