| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.02 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Motivadas pela necessidade de enfrentar a relutância em relação à matemática, apresentamos o relatório intitulado "Conexões matemáticas: centralidade para o desenvolvimento da ação pedagógica" desenvolvido em três contextos educativos. A investigação é suportada pelo enquadramento teórico que passa por teorias de desenvolvimento cognitivo, que enfatizam a importância da aprendizagem ativa e social e por abordagens contemporâneas de educação matemática, que defendem a integração de matemática com outras áreas do conhecimento e com situações do mundo real para tornar a aprendizagem mais significativa e relevante para as crianças. A pesquisa utilizou uma abordagem qualitativa, com recolha de dados em ambientes naturais, incluindo notas de campo, observação participante e registos fotográficos, analisando as interações e o desenvolvimento das crianças. A análise dos dados foi realizada de forma reflexiva, contemplando as fases de planificação, interação e reflexão. O estudo investigou o impacto das práticas pedagógicas na aprendizagem das crianças, com foco na questão: "Como desenvolver conexões de matemática com outras áreas do saber e com a realidade em contextos de pré-escolar e 1.º CEB?" Os objetivos incluíram: compreender a importância das conexões matemáticas; desenvolver estratégias para promovê-las; implementar atividades que desafiem as crianças a aplicar conceitos matemáticos de forma crítica e criativa em diferentes contextos e problemas do mundo real; avaliar o impacto das práticas pedagógicas na aprendizagem das crianças; e analisar os dados recolhidos nos três contextos de estágios à luz do enquadramento teórico. As experiências descritas e analisadas neste relatório evidenciam a importância de uma pedagogia lúdica, interativa, contextualizada e interdisciplinar, que conecta o conhecimento da área da matemática às experiências das crianças e à realidade. Ao enfatizar essas conexões, podemos fortalecer a relevância de uma pedagogia que prioriza o desenvolvimento holístico das crianças, preparando-as para os desafios e oportunidades do futuro. Além disso, destaca-se que aprender matemática desde cedo melhora as capacidades de resolução de problemas, pensamento crítico e raciocínio lógico.
Motivated by the need to address reluctance towards mathematics, we present the report entitled 'Mathematical Connections: Centrality for the Development of Pedagogical Action,' developed in three educational contexts. The research is supported by a theoretical framework that includes cognitive development theories, emphasizing the importance of active and social learning, and contemporary approaches to mathematics education, which advocate for integrating mathematics with other areas of knowledge and real-world situations to make learning more meaningful and relevant for children. The study utilized a qualitative approach, with data collected in natural environments, including field notes, participant observation, and photographic records, analyzing the interactions and development of children. The data analysis was conducted reflectively, considering the planning phases, interaction, and reflection. The study investigated the impact of pedagogical practices on children's learning, focusing on the question: 'How can we develop connections between mathematics and other areas of knowledge and reality in preschool and early primary education contexts?' The objectives included: understanding the importance of mathematical connections; developing strategies to promote them; implementing activities that challenge children to apply mathematical concepts critically and creatively in different contexts and real-world problems; evaluating the impact of pedagogical practices on children's learning; and analyzing the data collected in the three contexts of internships in light of the theoretical framework. This report's experiences described and analyzed highlight the importance of a playful, interactive, contextualized, and interdisciplinary pedagogy that connects mathematical knowledge to children's experiences and reality. By emphasizing these connections, we can strengthen the relevance of a pedagogy that prioritizes the holistic development of children, preparing them for future challenges and opportunities. Furthermore, it is noted that learning mathematics from an early age enhances problem-solving skills, critical thinking, and logical reasoning.
Motivated by the need to address reluctance towards mathematics, we present the report entitled 'Mathematical Connections: Centrality for the Development of Pedagogical Action,' developed in three educational contexts. The research is supported by a theoretical framework that includes cognitive development theories, emphasizing the importance of active and social learning, and contemporary approaches to mathematics education, which advocate for integrating mathematics with other areas of knowledge and real-world situations to make learning more meaningful and relevant for children. The study utilized a qualitative approach, with data collected in natural environments, including field notes, participant observation, and photographic records, analyzing the interactions and development of children. The data analysis was conducted reflectively, considering the planning phases, interaction, and reflection. The study investigated the impact of pedagogical practices on children's learning, focusing on the question: 'How can we develop connections between mathematics and other areas of knowledge and reality in preschool and early primary education contexts?' The objectives included: understanding the importance of mathematical connections; developing strategies to promote them; implementing activities that challenge children to apply mathematical concepts critically and creatively in different contexts and real-world problems; evaluating the impact of pedagogical practices on children's learning; and analyzing the data collected in the three contexts of internships in light of the theoretical framework. This report's experiences described and analyzed highlight the importance of a playful, interactive, contextualized, and interdisciplinary pedagogy that connects mathematical knowledge to children's experiences and reality. By emphasizing these connections, we can strengthen the relevance of a pedagogy that prioritizes the holistic development of children, preparing them for future challenges and opportunities. Furthermore, it is noted that learning mathematics from an early age enhances problem-solving skills, critical thinking, and logical reasoning.
Description
Keywords
Conexões matemáticas Desenvolvimento cognitivo Aprendizagem ativa Educação Pré-escolar 1.º CEB Estratégias pedagógicas