| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.55 MB | Adobe PDF |
Advisor(s)
Abstract(s)
No presente relatório pretende-se analisar o percurso realizado ao longo da Prática Profissional Supervisionada II (PPS II) na valência de Pré-escolar, com um grupo entre os 3 e os 4 anos. O grupo era composto por oito rapazes e dez raparigas, sendo que os seus interesses se centravam na área de conhecimento do mundo e nas atividades de exploração de materiais.
Tal como é referido na caracterização do grupo, apresentada no primeiro capítulo deste documento, a matemática, além da escrita, era uma das áreas em desenvolvimento com as crianças, abordada formal e informalmente no dia a dia do grupo, nomeadamente no quadro das mensagens, no momento da contagem de fruta e em muitas das atividades preparadas pela educadora.
Desta forma, foi realizada uma investigação-ação, de natureza qualitativa, baseada na realização de atividades, de modo a que se pudesse comparar as competências matemáticas do grupo no início e no final da PPS. Para tal, foram consideradas as competências de contagem, subitizing e adição.
Os resultados da investigação foram obtidos através da elaboração de registos diários e reflexões semanais, bem como de registos fotográficos. Foram também pedidas à educadora as avaliações das crianças, realizadas no início de setembro, de modo a que os resultados obtidos em janeiro pudessem ser comparados com as competências adquiridas imediatamente antes da minha intervenção.
Através da análise dos dados foi possível aferir a evolução das crianças, individualmente, e do grupo, em geral, sendo que a intervenção revelou resultados satisfatórios no desenvolvimento das competências matemáticas do grupo.
ABSTRACT In this report I intend to analyze the course carried out over the Supervised Professional Practice II (SPP II) in the pre-school valency, with a group between 3 and 4 years old. The group consisted of eight boys and ten girls, with their interests centering on the world's knowledge and material exploration activities. As presented in the group's characterization, in the first chapter of this paper, mathematics was one of the areas in development with the children, dealt with formally and informally in the day-to-day lives of the group, especially in morning meeting, fruit counts and many of the activities prepared by the teacher. In this way, an action research was carried out, of a qualitative nature, based on the accomplishment of activities, so that the mathematical competences of the group could be compared at the beginning and at the end of the SPP. For this, I considered counting, subitizing and addition skills. The results of the research were obtained through the elaboration of daily records and weekly reflections, as well as of photographic records. The evaluations of the children were also requested from the educator at the beginning of September, so that the results obtained in January could be compared with the skills acquired immediately before my intervention. Through the analysis of the data it was possible to assess the evolution of the children, individually, and of the group, in general, and the intervention revealed satisfactory results concerning the development of the mathematical competences of the group.
ABSTRACT In this report I intend to analyze the course carried out over the Supervised Professional Practice II (SPP II) in the pre-school valency, with a group between 3 and 4 years old. The group consisted of eight boys and ten girls, with their interests centering on the world's knowledge and material exploration activities. As presented in the group's characterization, in the first chapter of this paper, mathematics was one of the areas in development with the children, dealt with formally and informally in the day-to-day lives of the group, especially in morning meeting, fruit counts and many of the activities prepared by the teacher. In this way, an action research was carried out, of a qualitative nature, based on the accomplishment of activities, so that the mathematical competences of the group could be compared at the beginning and at the end of the SPP. For this, I considered counting, subitizing and addition skills. The results of the research were obtained through the elaboration of daily records and weekly reflections, as well as of photographic records. The evaluations of the children were also requested from the educator at the beginning of September, so that the results obtained in January could be compared with the skills acquired immediately before my intervention. Through the analysis of the data it was possible to assess the evolution of the children, individually, and of the group, in general, and the intervention revealed satisfactory results concerning the development of the mathematical competences of the group.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Highscope Contagem Subitizing Adição Criança Prática profissional supervisionada Counting Addition Children Supervised professional practice
Citation
Pinto, C. R. A. N. (2018). “Mas 5 é quase 8!”: emergência de competências matemáticas no pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9300