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Metacognição e cálculo mental
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Abstract(s)
O presente relatório surge no âmbito do Mestrado em Educação Pré-Escolar e 1º Ciclo do Ensino Básico e foi desenvolvido no ano letivo 2019/2020, tendo como principal objetivo demonstrar parte do trabalho desenvolvido ao longo da última prática supervisionada da formação, realizada numa escola pública com uma turma do 4º ano de escolaridade.
O tema deste relatório é “a Metacognição e o Cálculo Mental”. Este tema surge pela importância da valorização do cálculo mental e do desenvolvimento de competências associadas ao mesmo, desde os primeiros anos de escolaridade. A metacognição surgiu com o objetivo de compreender a importância que assume o facto de as crianças conseguirem pensar sobre o pensar, ou seja, a importância de pensarem sobre como resolvem os problemas e operações com recurso ao cálculo mental e como isso influencia o seu processo de aprendizagem e aquisição de competências de cálculo mental.
Para este estudo foi seguido o paradigma qualitativo de investigação e, com recurso à observação participante e a instrumentos de recolhas de dados, procedeu-se à análise reflexiva sobre as quatro atividades planificadas e implementadas por mim, no decorrer da prática de ensino supervisionada.
Esta análise reflexiva das atividades permitiu-me concluir que os dois temas em questão, metacognição e cálculo mental, estão relacionados e que contribuem mutuamente para o desenvolvimento um do outro, ou seja, alunos com competências metacognitivas apresentam maiores capacidades de cálculo mental e ainda, o desenvolvimento constante de atividades de cálculo mental e sua discussão promove o desenvolvimento de competências metacognitivas.
This report comes within the scope of the Master's degree in Pre-School Education and 1st Cycle of Basic Education and was developed in the academic year 2019/2020, having as main objective to demonstrate part of the work developed during the last supervised practice of training, held in a public school with a class of the 4th year of schooling. The theme of this report is "Metacognition and Mental Calculation". This theme arises due to the importance of valuing mental calculation and the development of competencies associated with it, since the first years of schooling. Metacognition came about with the objective of understanding the importance that children can think about thinking, that is, the importance of thinking about how they solve problems and operations using mental calculation and how it influences their learning process and acquisition of mental calculation skills. For this study, the qualitative research paradigm was followed and, using participant observation and data collection instruments, a reflexive analysis was performed on the four activities planned and implemented by me during the practice of supervised teaching. This reflexive analysis of the activities allowed me to conclude that the two themes in question, metacognition and mental calculation, are related and that contribute mutually to the development of each other, that is, students with metacognitive skills have greater mental calculation abilities and also, the constant development of mental calculation activities and their discussion promotes the development of metacognitive skills.
This report comes within the scope of the Master's degree in Pre-School Education and 1st Cycle of Basic Education and was developed in the academic year 2019/2020, having as main objective to demonstrate part of the work developed during the last supervised practice of training, held in a public school with a class of the 4th year of schooling. The theme of this report is "Metacognition and Mental Calculation". This theme arises due to the importance of valuing mental calculation and the development of competencies associated with it, since the first years of schooling. Metacognition came about with the objective of understanding the importance that children can think about thinking, that is, the importance of thinking about how they solve problems and operations using mental calculation and how it influences their learning process and acquisition of mental calculation skills. For this study, the qualitative research paradigm was followed and, using participant observation and data collection instruments, a reflexive analysis was performed on the four activities planned and implemented by me during the practice of supervised teaching. This reflexive analysis of the activities allowed me to conclude that the two themes in question, metacognition and mental calculation, are related and that contribute mutually to the development of each other, that is, students with metacognitive skills have greater mental calculation abilities and also, the constant development of mental calculation activities and their discussion promotes the development of metacognitive skills.
Description
Relatório da Prática de Ensino Supervisionada, apresentada no ISPA – Instituto Universitário / ESEI Maria Ulrich para obtenção de grau de Mestre de Educação Pré-Escolar e 1º Ciclo do Ensino Básico
Keywords
Cálculo mental Estratégias de cálculo Metacognição Mental calculation Calculation strategies Metacognition