A aprendizagem de conceitos matemáticos na Educação PréEscolar e no 1.º Ciclo do Ensino Básico
Data
2021-01-27
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Para que os alunos se sintam motivados a aprender matemática é importante considerar estratégias que lhes despertem o interesse para que resulte num bom aproveitamento. Desta forma, o professor deve conseguir identificar as dificuldades e encontrar alternativas metodológicas que os auxiliem na aprendizagem dos conceitos matemáticos. A matemática está presente no dia a dia e nem sempre lhe é dada o devido valor. Muitas vezes aparece como uma ciência isolada e este trabalho pretende equacionar as vantagens da sua aprendizagem através de histórias infantis e de jogos. As crianças adoram histórias infantis e o facto de poder incluir a matemática, torna-se uma mais valia para a aprendizagem, tanto dos conceitos matemáticos como da própria linguagem. De forma inconsciente, vão captando noções importantes para a sua vida. Também os jogos apresentam um papel importante na vida das crianças e associálos à matemática torna-os mais aliciantes. Quando estes dois recursos podem ser pensados e preparados pelas crianças ou pelos alunos, em conjunto com o educador/professor, tornam-se instrumentos ainda mais enriquecedores e motivantes. Este Relatório Final de Prática de Ensino Supervisionada (PES) é composto por uma componente teórica: a matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico (CEB), baseada em autores de referência, que abrange a conexão da matemática com as histórias infantis e o uso dos jogos como recursos didáticos; e por uma componente prática que consiste na descrição detalhada das atividades implementadas na PES tanto em contexto de educação Pré-Escolar como de 1.º CEB, apresentando ainda algumas propostas de atividades possíveis de desenvolver futuramente.
In order to students to feel motivated to learn mathematics, it is important to consider strategies that interest them so that it results in a good performance. In this way, the teacher must be able to identify the difficulties and find methodological alternatives that help them in learning the mathematical concepts. Mathematics is present in everyday life and it is not always given due value. It often appears as an isolated science and this work aims to equate the advantages of its learning through children's stories and games. Children love children's stories and the fact that it can include mathematics, becomes an asset for learning, both in mathematical concepts and language itself. Unconsciously, they are capturing important notions for their life. Games also play an important role in children's lives and associating them with mathematics makes them more attractive. When these two resources can be thought and prepared by children or students, together with the educator/teacher, they become even more enriching and motivating instruments. This Final Report of Supervised Teaching Practice is composed of a theoretical component: mathematics in Pre-School Education and in Primary School, based on reference authors, which covers the connection of mathematics with children's stories and the use of games as teaching resources; and by a practical component that consists of a detailed description of the tasks implemented in the Supervised Teaching Practice both in the context of Pre-School education and of Primary School, also presenting some proposals for possible tasks to develop in the future.
In order to students to feel motivated to learn mathematics, it is important to consider strategies that interest them so that it results in a good performance. In this way, the teacher must be able to identify the difficulties and find methodological alternatives that help them in learning the mathematical concepts. Mathematics is present in everyday life and it is not always given due value. It often appears as an isolated science and this work aims to equate the advantages of its learning through children's stories and games. Children love children's stories and the fact that it can include mathematics, becomes an asset for learning, both in mathematical concepts and language itself. Unconsciously, they are capturing important notions for their life. Games also play an important role in children's lives and associating them with mathematics makes them more attractive. When these two resources can be thought and prepared by children or students, together with the educator/teacher, they become even more enriching and motivating instruments. This Final Report of Supervised Teaching Practice is composed of a theoretical component: mathematics in Pre-School Education and in Primary School, based on reference authors, which covers the connection of mathematics with children's stories and the use of games as teaching resources; and by a practical component that consists of a detailed description of the tasks implemented in the Supervised Teaching Practice both in the context of Pre-School education and of Primary School, also presenting some proposals for possible tasks to develop in the future.
Descrição
Relatório de Prática de Ensino Supervisionada, com feição dissertativa, elaborado para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1. ° Ciclo do Ensino Básico
Palavras-chave
Matemática , histórias infantis