O contributo da motricidade humana para a aprendizagem de conteúdos matemáticos na Educação Pré-Escolar e no ensino do 1.º Ciclo do Ensino Básico
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2019-11-08
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O presente relatório relata a Prática de Ensino Supervisionada realizada em contexto da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico. Não se trata, por isso, de um relato simples, mas sim de um relatório de feição dissertativa, onde se procura associar a teoria à prática profissional. Mais ainda, pretende-se tratar novas abordagens, facilitadoras e motivadoras, para a aprendizagem da matemática. Reconhecida como uma ciência difícil, excessivamente baseada na realização de exercícios por meio de cálculos e procedimentos, cuja compreensão está ao alcance de poucos, a área da matemática e o insucesso associado a este domínio constituem um problema antigo que inquieta educadores e professores. Porque acreditamos que a matemática é uma ciência ao alcance de todos, apresentamos este relatório, que trata a relação entre a motricidade e a aprendizagem de conteúdos matemáticos. Com recurso ao movimento e a jogos de movimento, promove-se o pensamento matemático desenvolvendo, de forma lúdica, a capacidade de raciocínio e de mobilizar conceitos matemáticos, relacionando-os com a prática. Desta forma, a criança vive, participa e compreende um mundo que exige diferentes saberes e habilidades. Para além disso, a criança quando se movimenta, está a situar o seu corpo num determinado espaço e é assim que aprende as relações no espaço relacionadas com a matemática. O movimento permite que a criança conheça o seu próprio corpo e o que a rodeia, desenvolvendo as noções de lateralidade e direccionalidade. É, por isso, através do seu corpo que a criança estabelece as noções de distância, de profundidade, de espaço e percebe a imagem de si em relação aos objetos. A manipulação e a movimentação em torno dos objetos fazem com que a criança vá conseguindo reconhecer as suas formas geométricas, e, progressivamente, identificar as suas propriedades, como os tamanhos, número de lados, a utilidade, o peso, altura, o formato e a textura. Para além disso, permite desenvolver habilidades no âmbito das quatro operações elementares, interpretar e tratar resultados, efetuar medições, potenciando o raciocínio e a memória. Não obstante, promove valores como a partilha, o espírito de equipa, a responsabilidade, o respeito e a atenção.
This report reports on the Supervised Teaching Practice carried out in the context of Preschool and Primary School. It is not, therefore, a simple report, but a dissertative report, which seeks to associate theory with professional practice. Moreover, it is intended to address new, facilitating and motivating approaches to learning mathematics. Recognized as a difficult science, overly based on exercise through calculations and procedures, the comprehension of which is few, the area of mathematics and the failure associated with this domain are an ancient problem that troubles educators and teachers. Because we believe that math is a science that everyone can reach, we present this report, which deals with the relationship between motor skills and learning mathematical content. Using movement and motion games, mathematical thinking is promoted by playfully developing the ability to reason and to mobilize mathematical concepts and to relate them to practice. In this way, the child lives, participates and understands a world that requires different knowledge and skills. In addition, when the child is moving, he is situating his body in a certain space and this is how he learns the relationships in space related to mathematics. The movement allows the child to know his own body and its surroundings, developing the notions of laterality and directionality. It is, therefore, through his body that the child establishes the notions of distance, depth, space and perceives the image of himself in relation to objects. The manipulation and movement around the objects allows the child to be able to recognize their geometric shapes, and progressively identify their properties, such as sizes, number of sides, utility, weight, height, shape and size. the texture. In addition, it allows you to develop skills within the four elementary operations, interpret and treat results, make measurements, enhancing reasoning and memory. Nevertheless, it promotes values such as sharing, team spirit, responsibility, respect and attention.
This report reports on the Supervised Teaching Practice carried out in the context of Preschool and Primary School. It is not, therefore, a simple report, but a dissertative report, which seeks to associate theory with professional practice. Moreover, it is intended to address new, facilitating and motivating approaches to learning mathematics. Recognized as a difficult science, overly based on exercise through calculations and procedures, the comprehension of which is few, the area of mathematics and the failure associated with this domain are an ancient problem that troubles educators and teachers. Because we believe that math is a science that everyone can reach, we present this report, which deals with the relationship between motor skills and learning mathematical content. Using movement and motion games, mathematical thinking is promoted by playfully developing the ability to reason and to mobilize mathematical concepts and to relate them to practice. In this way, the child lives, participates and understands a world that requires different knowledge and skills. In addition, when the child is moving, he is situating his body in a certain space and this is how he learns the relationships in space related to mathematics. The movement allows the child to know his own body and its surroundings, developing the notions of laterality and directionality. It is, therefore, through his body that the child establishes the notions of distance, depth, space and perceives the image of himself in relation to objects. The manipulation and movement around the objects allows the child to be able to recognize their geometric shapes, and progressively identify their properties, such as sizes, number of sides, utility, weight, height, shape and size. the texture. In addition, it allows you to develop skills within the four elementary operations, interpret and treat results, make measurements, enhancing reasoning and memory. Nevertheless, it promotes values such as sharing, team spirit, responsibility, respect and attention.
Descrição
Relatório de Prática de Ensino Supervisionada na Educação Pré-escolar e Ensino
do 1.º Ciclo do Ensino Básico
Palavras-chave
Matemática , Motricidade