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Abstract(s)
O presente relatório reflete o trabalho desenvolvido ao longo da Prática de Ensino Supervisionada, no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.ºCiclo do Ensino Básico (CEB), da Escola Superior de Educação do Instituto Politécnico de Bragança. Inclui uma investigação relativa ao contributo e influência dos jogos no que toca ao conhecimento matemático, feita em três contextos de estágio diferentes - a Creche, a Educação Pré-Escolar e o Ensino do 1.º CEB. Assim, a questão-problema que tomámos de partida foi Em que medida os jogos didáticos contribuem para a construção do conhecimento matemático?. Ademais, de forma a dar resposta à mesma, delineámos os objetivos da investigação, sendo eles (i) averiguar se é habitual os educadores / professores utilizarem jogos didáticos como recurso ao ensino e aprendizagem da Matemática; (ii) investigar se os jogos conseguirão suscitar um maior interesse pela Matemática; (iii) analisar quais são as vantagens e as desvantagens da utilização de jogos como recurso do ensino desta área. A nossa investigação centra-se na abordagem qualitativa, com dados também quantitativos, utilizando como técnicas a observação participante e o inquérito por questionário e como instrumentos de recolha de dados os registos fotográficos, notas de campo e questionário direcionados aos Educadores/Professores. Podemos concluir que as aprendizagens matemáticas através de jogos são muito mais motivadoras e despertam maior interesse na Matemática por parte das crianças.
This report reflects the work developed during the Supervised Teaching Practice, within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education (CEB), at the Escola Superior de Educação of the Polytechnic Institute of Bragança. It includes an investigation on the contribution and influence of games regarding mathematical knowledge, carried out in three different internship contexts - Nursery, Pre-School Education and Teaching of the 1st CEB. Thus, the question-problem that we started with was to what extent do didactic games contribute to the construction of mathematical knowledge? Furthermore, in order to respond to it, we outlined the objectives of the investigation, namely (i) to find out if it is usual for educators/teachers to use educational games as a resource for teaching and learning Mathematics; (ii) investigate whether games will be able to arouse greater interest in Mathematics; (iii) analyze what are the advantages and disadvantages of using games as a teaching resource in this area. Our research focuses on a qualitative approach, with also quantitative data, using participant observation and questionnaire survey as techniques, and photographic records, field notes and a questionnaire aimed at Educators/Teachers as data collection instruments. We can conclude that learning mathematics through games are much more motivating and arouse greater interest in Mathematics on the part of children.
This report reflects the work developed during the Supervised Teaching Practice, within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education (CEB), at the Escola Superior de Educação of the Polytechnic Institute of Bragança. It includes an investigation on the contribution and influence of games regarding mathematical knowledge, carried out in three different internship contexts - Nursery, Pre-School Education and Teaching of the 1st CEB. Thus, the question-problem that we started with was to what extent do didactic games contribute to the construction of mathematical knowledge? Furthermore, in order to respond to it, we outlined the objectives of the investigation, namely (i) to find out if it is usual for educators/teachers to use educational games as a resource for teaching and learning Mathematics; (ii) investigate whether games will be able to arouse greater interest in Mathematics; (iii) analyze what are the advantages and disadvantages of using games as a teaching resource in this area. Our research focuses on a qualitative approach, with also quantitative data, using participant observation and questionnaire survey as techniques, and photographic records, field notes and a questionnaire aimed at Educators/Teachers as data collection instruments. We can conclude that learning mathematics through games are much more motivating and arouse greater interest in Mathematics on the part of children.
Description
Keywords
Creche Educação pré-escolar 1.º ciclo do ensino básico Contributo dos jogos Matemática