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Publication
Atividades lúdicas no ensino e aprendizagem da matemática
Abstract(s)
O desenvolvimento da criança é uma preocupação que tem vindo a impulsionar escolas e
professores a realizarem trabalho de excelência, tomando consciência das linhas orientadoras, dos
processos e estratégias desejáveis à ação pedagógica.
Tendo em consideração o interesse, a necessidade das crianças, as idades e fases de
desenvolvimento cognitivo, físico, emocional e social, destaca-se a importância da ludicidade,
envolvendo a promoção de auto-confiança, autonomia, experimentação e motivação no seu
processo de aprendizagem e desenvolvimento.
Assim no contexto do Mestrado em educação Pré-Escolar e Ensino do 1º Ciclo do Ensino
Básico foi elaborado o presente relatório baseado num estudo que teve como objetivo compreender
de que forma poderão as crianças desenvolver aprendizagens significativas na área da matemática
através de atividades ou jogos que fcaultem às ciranças uma experiência lúdica da aprendizagem e
ensino da matemática. Dito de forma mais resumoda: compreender a relação das atividades lúdicas
com desenvolvimento de aprendizagens significativas em matemática, em crianças do 1º ano de
escolaridade.
O estudo foi realizado no contexto da prática pedagógica supervisionada num colégio
privado, numa turma de 1º ano, composta por 21 alunos (11 rapazes e 10 raparigas). A metodologia
utilizada pela professora é mais tradicional ou seja expositiva, apesar de usar algumas estratégias, e
instrumentos do Modelo do Movimento da Escola Moderna. A problemática surgiu em contexto de
sala de aula durante as partilhas realizadas pelas crianças, as dificuldades sentidas na área da
matemática e pelo interesse da professora em desenvolver aprendizagens mais lúdicas e
significativas. No estudo foi utilizada uma investigação qualitativa baseada na metodologia de
investigação-ação e na observação participante durante a realização das atividades propostas. As
propostas foram realizadas considerando a ludicidade como forma de promover aprendizagens
significativas e interdiciplinares sempre em articulação com as propostas da professora cooperante e
o interesse das crianças através de jogos, atividades de expressões artísticas de forma a introduzir
atividades relacionadas com a matemática.
hild development is a concern that has been driving schools and teachers to do excellent work, becoming aware of the guidelines, processes and strategies desirable for pedagogical action. Taking into account the interest, the children's needs, the ages and phases of cognitive, physical, emotional and social development, the importance of playfulness is highlighted, involving the promotion of self-confidence, autonomy, experimentation and motivation in their process of learning and development. Thus, in the context of the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, this report was prepared based on a study that aimed to understand how children can develop significant learning in the area of mathematics through activities or games that provide children with a playful experience of learning and teaching mathematics. Put more briefly: understand the relationship between playful activities and the development of significant learning in mathematics in children in the first year of schooling. The study was carried out in the context of supervised pedagogical practice in a private school, in a class of 1st year, composed of 21 students (11 boys and 10 girls). The methodology used by the teacher is more traditional or expository, despite using some strategies and instruments of the Modern School Movement Model. The problem arose in the classroom context during the children's sharing, the difficulties felt in the area of mathematics and the teacher's interest in developing more playful and meaningful learning. The study used a qualitative investigation based on the action-research methodology and participant observation during the performance of the proposed activities. The proposals were made considering playfulness as a way to promote meaningful and interdisciplinary learning always in conjunction with the proposals of the cooperating teacher and the children's interest through games, activities of artistic expressions in order to introduce activities related to mathematics.
hild development is a concern that has been driving schools and teachers to do excellent work, becoming aware of the guidelines, processes and strategies desirable for pedagogical action. Taking into account the interest, the children's needs, the ages and phases of cognitive, physical, emotional and social development, the importance of playfulness is highlighted, involving the promotion of self-confidence, autonomy, experimentation and motivation in their process of learning and development. Thus, in the context of the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, this report was prepared based on a study that aimed to understand how children can develop significant learning in the area of mathematics through activities or games that provide children with a playful experience of learning and teaching mathematics. Put more briefly: understand the relationship between playful activities and the development of significant learning in mathematics in children in the first year of schooling. The study was carried out in the context of supervised pedagogical practice in a private school, in a class of 1st year, composed of 21 students (11 boys and 10 girls). The methodology used by the teacher is more traditional or expository, despite using some strategies and instruments of the Modern School Movement Model. The problem arose in the classroom context during the children's sharing, the difficulties felt in the area of mathematics and the teacher's interest in developing more playful and meaningful learning. The study used a qualitative investigation based on the action-research methodology and participant observation during the performance of the proposed activities. The proposals were made considering playfulness as a way to promote meaningful and interdisciplinary learning always in conjunction with the proposals of the cooperating teacher and the children's interest through games, activities of artistic expressions in order to introduce activities related to mathematics.
Description
Relatório da Prática de Ensino Supervisionada apresentada no
ISPA – Instituto Universitário/ESEI Maria Ulrich
para obtenção de grau de Mestre em Educação pré-escolar
e Ensino do 1º ciclo do Ensino Básico, criado
por aviso nº 9932/2017 publicado no Diário da
República, 2a série, nº 165, 28 de agosto de 2017.
Keywords
Desenvolvimento Ação pedagógica Ludicidade Aprendizagens significativas Autonomia Interdisciplinar Development Pedagogical action Playfulness Meaningful learning Autonomy Interdisciplinary