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O desenvolvimento do sentido de número em crianças em idade pré-escolar
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Advisor(s)
Abstract(s)
O presente trabalho tem como principal objetivo estudar o desenvolvimento do sentido
de número nas crianças que frequentam o ensino pré-escolar, concomitantemente analisou-se
também o desempenho matemático e a sua relação com o género dos alunos, condições
socioeconómicas das respetivas famílias e as crenças das educadoras.
Participaram neste estudo 33 alunos a frequentar duas salas do último ano da educação préescolar
do concelho de Lisboa de um meio socioeconómico baixo.
Os instrumentos utilizados foram o TEMA3 (Ginsburg & Baroody, 2003) depois traduzido e
adaptado para a língua portuguesa e a escala de crenças e atitudes de Benz (2008) também
traduzida e adaptada para esta língua.
Os resultados indicam que as crianças têm um baixo desempenho no TEMA3, não existindo
diferenças significativas entre géneros e que as educadoras possuem fortes crenças relativas
ao ensino e aprendizagem da matemática no pré-escolar em meios socioeconómicos baixos.
ABSTRACT: The main objective of the present work is to study the development of number sense in children attending pres-school, concomitantly it was analyzed the mathematical performance and its relationship with the students' gender, socio-economic conditions of their families and beliefs of educators. Participants in this study included 33 students attending two rooms on the last year of education Preschool education in Lisbon, from a low socio-economic background. The instruments used were the TEMA3 (Ginsburg & Baroody, 2003) later translated and adapted to Portuguese and range of beliefs and attitudes Benz (2008) also adapted and translated into this language. The results indicate that children have a poor performance in TEMA3, with no significant differences between genders and that educators have strong beliefs regarding the teaching and learning of mathematics in preschool in low socio-economic background.
ABSTRACT: The main objective of the present work is to study the development of number sense in children attending pres-school, concomitantly it was analyzed the mathematical performance and its relationship with the students' gender, socio-economic conditions of their families and beliefs of educators. Participants in this study included 33 students attending two rooms on the last year of education Preschool education in Lisbon, from a low socio-economic background. The instruments used were the TEMA3 (Ginsburg & Baroody, 2003) later translated and adapted to Portuguese and range of beliefs and attitudes Benz (2008) also adapted and translated into this language. The results indicate that children have a poor performance in TEMA3, with no significant differences between genders and that educators have strong beliefs regarding the teaching and learning of mathematics in preschool in low socio-economic background.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Sentido de número Crenças e expectativas Meio socioeconómico baixo Number sense Beliefs and expectations Low socio-economic background