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Abstract(s)
Este artigo visa caracterizar o raciocínio espacial de crianças de 5 anos através da análise das suas estratégias na composição e desenho de formas tridimensionais. Começamos por apresentar perspetivas curriculares sobre a área da geometria no Jardim de Infância, focando depois aspetos conceptuais associados ao desenvolvimento do raciocínio espacial, designadamente os envolvidos na composição de formas tridimensionais. O estudo assume uma natureza qualitativa, na modalidade de estudo de caso. Os resultados do estudo sugerem a interação entre múltiplos processos que caracterizam o raciocínio espacial, verificando-se a ocorrência de estratégias diversificadas. Revelam que as crianças, na composição das formas tridimensionais, utilizaram estratégias envolvendo a intencionalidade e a antecipação, correspondendo aos níveis compositor de formas e compositor de substituição. A análise das estratégias utilizadas nos desenhos das composições evidencia a capacidade das crianças em percecionarem relações espaciais, ao
adotarem uma abordagem parcial em que atendem às posições relativas dos cubos como partes
distintas dos tetracubos.
Abstract. This article aims to characterize the spatial reasoning of children aged five through the analysis of their strategies when composing and drawing three-dimensional shapes. We begin by presenting curricular perspectives about the area of geometry in the kindergarten, focusing later conceptual aspects associated with the development of spatial reasoning, namely those involved in the composition of three-dimensional shapes. The study assumes a qualitative nature, within the modality of case study. The results of the study suggest the interaction between multiple processes that characterize spatial reasoning, verifying the occurrence of different strategies. The children, in the composition of the three-dimensional forms, used strategies involving intentionality and anticipation, corresponding to the shape composer level and substitution composer level. The analysis of the strategies used in the compositions’ drawings shows children’s ability to perceive spatial relationships by adopting a partial approach in which they regard the relative positions of the cubes as distinct parts of the tetracubes.
Abstract. This article aims to characterize the spatial reasoning of children aged five through the analysis of their strategies when composing and drawing three-dimensional shapes. We begin by presenting curricular perspectives about the area of geometry in the kindergarten, focusing later conceptual aspects associated with the development of spatial reasoning, namely those involved in the composition of three-dimensional shapes. The study assumes a qualitative nature, within the modality of case study. The results of the study suggest the interaction between multiple processes that characterize spatial reasoning, verifying the occurrence of different strategies. The children, in the composition of the three-dimensional forms, used strategies involving intentionality and anticipation, corresponding to the shape composer level and substitution composer level. The analysis of the strategies used in the compositions’ drawings shows children’s ability to perceive spatial relationships by adopting a partial approach in which they regard the relative positions of the cubes as distinct parts of the tetracubes.
Description
Keywords
Educação pré-escolar Raciocínio espacial Visualização Formas tridimensionais Preschool education Spatial reasoning Visualization Three-dimensional shapes
Citation
Nunes, M. J., & Rodrigues, M. (2018). Compondo e desenhando formas tridimensionais: Um contributo para a caracterização do raciocínio espacial de crianças de 5 anos. Quadrante, 27(2), 63-88. ISSN: 0872-3915