A Matemática na ponta dos dedos
Data
2019-06-25
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No dia-a-dia deparamo-nos com a presença da matemática. Como o sistema educativo pretende que todas as crianças integrem e participem nas atividades letivas, compete ao educador/professor preparar atividades que possam ser realizadas por todos os elementos do grupo. O ensino e a aprendizagem da matemática são das áreas mais importantes dentro do contexto educativo. Através das atividades matemáticas pretende-se que os alunos adquiram conhecimentos, capacidades e ainda valores sociais. Resultados recentes de estudos em neurociência defendem que a aprendizagem emerge da interação do indivíduo com o meio, como resultado da atividade sensoriomotora. Consequentemente é de destacar a relevância de atividades que envolvam os sentidos para a aprendizagem da matemática. Com a realização deste trabalho pretendemos perceber de que forma a realização de atividades que requerem a utilização dos sentidos da visão e do tato potenciam a aprendizagem da matemática. Desse modo pretende-se investigar como reagem as crianças a essas tarefas, que vantagens e desvantagens se reconhecem nesta estratégia de reforçar as experiências sensoriomotoras com recurso ao tato, em particular na manipulação de material didático concreto na aprendizagem de conceitos basilares de matemática. Durante a realização deste estudo recorremos a materiais manipuláveis, alguns já existentes outros feitos pelos alunos e pela educadora/professora estagiária. Verificou-se que as crianças demonstraram interesse, comprometimento e realizaram as aprendizagens desejadas durante a realização das tarefas. Também nos permitiu compreender a reação de crianças sem necessidades educativas especiais a tarefas que exigem o uso dos sentidos da visão e do tato em simultâneo ou a utilização do tato de forma isolada.
In the day-to-day we encounter the presence of mathematics. As the educational system intends that all children integrate and participate in the activities of instruction, it is the responsibility of the educator / teacher to prepare activities that can be carried out by all the members of the group. The teaching and learning of mathematics are among the most important areas within the educational context. Through mathematical activities students are expected to acquire knowledge, skills and even social values. Recent results from studies in neuroscience argue that learning emerges from the interaction of the individual with the environment as a result of sensorimotor activity. Consequently, it is important to emphasize the relevance of activities involving the senses to the learning of mathematics. With the accomplishment of this work we intend to realize in which way the accomplishment of activities that require the use of the senses of the vision and the tact potentiate the learning of the mathematics. In this way, we intend to investigate how children react to these tasks, which advantages and disadvantages are recognized in this strategy to reinforce sensorimotor experiences with touch, in particular in the manipulation of concrete didactic material in learning basic concepts of mathematics. During the study we used manipulatives, some already existing others made by the students and by the intern educator/ teacher. It was verified that the children showed interest, commitment and realized the desired learning during the accomplishment of the tasks. It also allowed us to understand the reaction of children without special educational needs to tasks that require the use of the senses of the sight of touch simultaneously or the use of touch in isolation.
In the day-to-day we encounter the presence of mathematics. As the educational system intends that all children integrate and participate in the activities of instruction, it is the responsibility of the educator / teacher to prepare activities that can be carried out by all the members of the group. The teaching and learning of mathematics are among the most important areas within the educational context. Through mathematical activities students are expected to acquire knowledge, skills and even social values. Recent results from studies in neuroscience argue that learning emerges from the interaction of the individual with the environment as a result of sensorimotor activity. Consequently, it is important to emphasize the relevance of activities involving the senses to the learning of mathematics. With the accomplishment of this work we intend to realize in which way the accomplishment of activities that require the use of the senses of the vision and the tact potentiate the learning of the mathematics. In this way, we intend to investigate how children react to these tasks, which advantages and disadvantages are recognized in this strategy to reinforce sensorimotor experiences with touch, in particular in the manipulation of concrete didactic material in learning basic concepts of mathematics. During the study we used manipulatives, some already existing others made by the students and by the intern educator/ teacher. It was verified that the children showed interest, commitment and realized the desired learning during the accomplishment of the tasks. It also allowed us to understand the reaction of children without special educational needs to tasks that require the use of the senses of the sight of touch simultaneously or the use of touch in isolation.
Descrição
Relatório Final de Estágio de Mestrado em Ensino de Educação PréEscolar e Ensino do 1.º Ciclo do Ensino Básico
Palavras-chave
Matemática , Sentidos da visão e do tato