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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Prática de Ensino Supervisionada II, inserida no plano de estudos do 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico. São expostos dois contextos de ensino, um em 1.º CEB e o outro em 2.º CEB e apresentada a síntese das duas práticas interventivas. Ademais é apresentado um estudo investigativo realizado no contexto do 1.º Ciclo do Ensino Básico. O estudo apresentado procurou compreender quais as potencialidades de integração curricular entre a matemática e a educação física, especificamente na relação entre as capacidades matemáticas e o desenvolvimento da competência motora, intentando: (i) conhecer os contributos da integração curricular entre matemática e Educação Física na aprendizagem dos alunos; e (ii) - relacionar a aprendizagem da matemática com a competência motora. Trata-se de um estudo de natureza qualitativa e com abordagem interpretativa. Na investigação participaram 20 alunos (13 rapazes e 7 raparigas) de uma turma de 4.ºano de escolaridade. Para atingir os objetivos acima referidos, foram elaboradas tarefas onde a matemática e a educação física se encontravam articuladas. Assim, foi possível concluir que através das atividades realizadas, os alunos melhoraram as suas aprendizagens a matemática e a educação física e ainda, melhoraram a sua motivação na realização das tarefas propostas.
This report is part of the Supervised Teaching Practice II, included in the study plan of the 2nd year of the Master's Degree in Teaching in the1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences of the 2nd Cycle of Basic Education. Two teaching contexts are exposed, one in Primary School and the other in Secondary School and a synthesis of the two interventional practices is presented. Furthermore, an investigative study carried out in the context of the 1st cycle of basic education is presented. The presented study tried to understand which are the potentialities of curricular integration between mathematics and physical education, specifically in the relation between mathematical abilities and the development of motor competence, intending: (i) to know the contributions of curricular integration between mathematics and Physical Education in the students' learning; and (ii) - to relate the learning of mathematics with motor competence. This is a qualitative study with an interpretative approach. Twenty students (13 boys and 7 girls) from a 4th grade class participated in the research. To achieve the above-mentioned objectives, tasks were developed where mathematics and physical education were articulated. Thus, it was possible to conclude that through the activities performed, students improved their learning in mathematics and physical education and also improved their motivation in performing the proposed tasks.
This report is part of the Supervised Teaching Practice II, included in the study plan of the 2nd year of the Master's Degree in Teaching in the1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences of the 2nd Cycle of Basic Education. Two teaching contexts are exposed, one in Primary School and the other in Secondary School and a synthesis of the two interventional practices is presented. Furthermore, an investigative study carried out in the context of the 1st cycle of basic education is presented. The presented study tried to understand which are the potentialities of curricular integration between mathematics and physical education, specifically in the relation between mathematical abilities and the development of motor competence, intending: (i) to know the contributions of curricular integration between mathematics and Physical Education in the students' learning; and (ii) - to relate the learning of mathematics with motor competence. This is a qualitative study with an interpretative approach. Twenty students (13 boys and 7 girls) from a 4th grade class participated in the research. To achieve the above-mentioned objectives, tasks were developed where mathematics and physical education were articulated. Thus, it was possible to conclude that through the activities performed, students improved their learning in mathematics and physical education and also improved their motivation in performing the proposed tasks.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais
no 2.º Ciclo do Ensino Básico
Keywords
Matemática Educação física Competências Integração curricular Mathematics Physical education Skills Curricular integration
Citation
Carvalho, A. C. E. (2023). Relação entre a matemática e a educação física em integração curricular (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16609
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa