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Publication
A matemática na transição do pré-escolar para o primeiro ciclo: Importância e dificuldades percepcionadas pelos professores e educadores
Advisor(s)
Abstract(s)
Muitas pesquisas têm sido realizadas acerca dos conhecimentos matemáticos das
crianças em idade pré-escolar e da importância da educação matemática nesta altura das suas
vidas (eg. Baroody, 2002; Greenes, 2004; Clements & Sarama, 2007; Ginsburg, Lee & Boyd,
2008). Também a transição do pré-escolar para o 1º Ciclo tem sido largamente estudada,
revelando a existência de efeitos no desenvolvimento das crianças (eg. Griebel & Niesel,
2000, 2009; Margetts, 2008).
Neste estudo, realizaram-se entrevistas a 10 educadores de crianças com 4/5 anos e 10
professores do 1º ano, a trabalhar no presente ano lectivo (2012/2013). As questões foram
baseadas nos referentes teóricos de cada tema abordado. Os objectivos foram analisar a
importância atribuída ao ensino da matemática no pré-escolar; conhecer as suas crenças sobre
as competências, metodologias e organização do ensino da matemática nesse nível e também
analisar aspectos relacionados com a transição das crianças do pré-escolar para o 1º ciclo.
No geral os resultados revelam que as crenças dos professores e educadores coincidem
quanto ao ensino da matemática no pré-escolar, às competências matemáticas a serem
trabalhadas, à importância de um boa transição para o desenvolvimento do aluno e à
existência e importância da articulação entre os docentes. Parece haver divergência quanto ao
nível de aprofundamento das competências matemáticas, dos métodos e dos obstáculos à
realização de uma boa articulação.
O conhecimento destas crenças é importante para que a melhor articulação entre ciclos
promova uma transição mais eficaz e, em consequência, uma melhoria da aprendizagem das
crianças.
ABSTRACT: Many studies have been conducted about the mathematical knowledge of children in preschool and the importance of mathematics education at this point in their lives (eg Baroody, 2002; Greenes, 2004; Clements & Sarama, 2007; Ginsburg, Lee & Boyd, 2008). Also the transition from preschool to 1st grade has been extensively studied, revealing the existence of some effects on children development (eg. Niesel & Griebel, 2000, 2009; Margetts, 2008). In this study, interviews were conducted with 10 4/5- year-old children preschool teachers and 10 first grade teachers, working in the current school year (2012/2013). Questions were based on theoretical background assumed for each topic. This research examines their beliefs with respect to the importance attributed to mathematics education in preschool; to the competences, methods and organization of mathematics education in preschool and to questions related to the transition from preschool to 1st grade. Overall results showed that there is an agreement between preschool and first grade teachers beliefs about matters related to mathematics education in preschool, mathematical competences addressed, about the importance of a good transition to student development and the existence and importance of an articulation among professionals. Nevertheless there is disagreement with respect to aspects such as the level of complexity of mathematical competences, methods and obstacles to that articulation. Knowledge of these beliefs is important for the improvement of the connection between both levels of education in order to promote an effective transition and, consequently, improve children's mathematical learning.
ABSTRACT: Many studies have been conducted about the mathematical knowledge of children in preschool and the importance of mathematics education at this point in their lives (eg Baroody, 2002; Greenes, 2004; Clements & Sarama, 2007; Ginsburg, Lee & Boyd, 2008). Also the transition from preschool to 1st grade has been extensively studied, revealing the existence of some effects on children development (eg. Niesel & Griebel, 2000, 2009; Margetts, 2008). In this study, interviews were conducted with 10 4/5- year-old children preschool teachers and 10 first grade teachers, working in the current school year (2012/2013). Questions were based on theoretical background assumed for each topic. This research examines their beliefs with respect to the importance attributed to mathematics education in preschool; to the competences, methods and organization of mathematics education in preschool and to questions related to the transition from preschool to 1st grade. Overall results showed that there is an agreement between preschool and first grade teachers beliefs about matters related to mathematics education in preschool, mathematical competences addressed, about the importance of a good transition to student development and the existence and importance of an articulation among professionals. Nevertheless there is disagreement with respect to aspects such as the level of complexity of mathematical competences, methods and obstacles to that articulation. Knowledge of these beliefs is important for the improvement of the connection between both levels of education in order to promote an effective transition and, consequently, improve children's mathematical learning.
Description
Dissertação de Mestrado em Psicologia Educacional, apresentada ao ISPA - Instituto Universitário
Keywords
Crenças Educadores Professores Educação matemática Transição Beliefs Preschool and 1st grade teachers Mathematics education Transition