A literatura para a infância no ensino da matemática – um estudo no 1.º Ciclo do Ensino Básico
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2020-06-19
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A procura e o aperfeiçoamento das metodologias utilizadas na sala de aula têm sido objeto de diversas investigações. Uma vez que a vertente lúdica no ensino é uma estratégia que facilita o processo de ensino e aprendizagem e que as crianças apreciam os livros, integrar a literatura para a infância nas aulas de matemática é uma metodologia interdisciplinar possível e promissora. As histórias permitem trabalhar conteúdos matemáticos, o que auxilia as crianças na construção de elos entre o real e o imaginário e, consequentemente, faz com que os alunos compreendam melhor as pontes entre o concreto e as abstrações matemáticas. A utilização da literatura para a infância na sala de aula faculta um contexto significativo para a introdução de conceitos matemáticos, permite que os alunos comuniquem matematicamente, aumenta a motivação para a aprendizagem e auxilia visualmente na aquisição de conteúdos matemáticos. Os textos para a infância têm que ser devidamente selecionados, porque apesar da existência de uma grande variedade de obras literárias, nem todas são eficazes como ferramenta pedagógica para o ensino de conteúdos matemáticos. Este relatório visa demonstrar as conexões entre a literatura para a infância e a matemática, numa perspetiva integrada, apresentando-se a primeira como uma ferramenta pedagógica para a exploração de conceitos matemáticos no 1.º Ciclo do Ensino Básico. A proposta que esta investigação encerra permite-nos compreender as vantagens da articulação entre as disciplinas de língua portuguesa e de matemática, mais precisamente, de que forma é que a literatura para a infância é um meio facilitador e motivador no processo de ensino e aprendizagem da matemática. Para avaliar a pertinência desta metodologia, aplicámos este estudo numa turma do 4.ºano de escolaridade composta por 26 alunos. Esta turma foi sujeita à implementação de algumas histórias de literatura para a infância, como forma de introduzir ou abordar determinados conteúdos matemáticos. O envolvimento dos alunos durante a exploração das histórias e, posteriormente, o interesse para a resolução de problemas através de atividades lúdicas e desafiadoras, bem como os resultados obtidos neste estudo, permitiram concluir que esta metodologia de ensino é um bom caminho para que os alunos tenham aprendizagens significativas.
The search and improvement of the methodologies used in the classroom have been the object of several research studies. Since the ludic aspect of teaching is a strategy that facilitates the teaching-learning process and children appreciate books, integrating childhood literature into math classes is not only a possible but a promising interdisciplinary methodology. The stories allow us to work on mathematical content, which helps children to build links between the real and the imaginary and, consequently, makes students better understand the bridges between concrete and mathematical abstractions. The use of literature for childhood in the classroom provides a significant context for the introduction of mathematical concepts, it enables students to communicate mathematically, increases the motivation for learning while also assisting visually in the attainment of mathematical content. Textbooks for children have to be properly selected, because despite the existence of a great variety of literary works, not all of them are effective as pedagogical tools for teaching mathematics. This report aims to demonstrate the connections between literature for childhood and mathematics, in an integrated perspective, presenting the former as a pedagogical tool for the exploration of mathematical concepts in the Elementary School Cycle. The proposal contained in this research allows us to understand the advantages of the articulation between the Portuguese language and mathematics subjects, more precisely, how is the literature for childhood a facilitating and motivating means in the teaching and learning process of mathematics. To assess the relevance of this methodology, we applied this study to a class of 26 students in the 4th grade of schooling. This class was subject to the implementation of some literature stories for childhood, as a way of introducing or addressing certain mathematical contents. The students' involvement during the exploration of the stories and, subsequently, their interest in solving problems through playful and challenging activities, as well as the results obtained in this study, allowed us to conclude that this teaching methodology is a promising way for students to have meaningful learning experiences.
The search and improvement of the methodologies used in the classroom have been the object of several research studies. Since the ludic aspect of teaching is a strategy that facilitates the teaching-learning process and children appreciate books, integrating childhood literature into math classes is not only a possible but a promising interdisciplinary methodology. The stories allow us to work on mathematical content, which helps children to build links between the real and the imaginary and, consequently, makes students better understand the bridges between concrete and mathematical abstractions. The use of literature for childhood in the classroom provides a significant context for the introduction of mathematical concepts, it enables students to communicate mathematically, increases the motivation for learning while also assisting visually in the attainment of mathematical content. Textbooks for children have to be properly selected, because despite the existence of a great variety of literary works, not all of them are effective as pedagogical tools for teaching mathematics. This report aims to demonstrate the connections between literature for childhood and mathematics, in an integrated perspective, presenting the former as a pedagogical tool for the exploration of mathematical concepts in the Elementary School Cycle. The proposal contained in this research allows us to understand the advantages of the articulation between the Portuguese language and mathematics subjects, more precisely, how is the literature for childhood a facilitating and motivating means in the teaching and learning process of mathematics. To assess the relevance of this methodology, we applied this study to a class of 26 students in the 4th grade of schooling. This class was subject to the implementation of some literature stories for childhood, as a way of introducing or addressing certain mathematical contents. The students' involvement during the exploration of the stories and, subsequently, their interest in solving problems through playful and challenging activities, as well as the results obtained in this study, allowed us to conclude that this teaching methodology is a promising way for students to have meaningful learning experiences.
Descrição
Relatório Final de Estágio em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Palavras-chave
ensino da matemática , literatura para a infância