Competência de subtração em crianças de 2 e 3 anos de idade
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2014
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Sendo a habilidade matemática uma função cognitiva complexa, a presente investigação procura compreender as competências precoces de subtração, contribuindo designadamente para o debate teórico e metodológico sobre os efeitos do conhecimento linguístico emergente. Participaram neste estudo 60 crianças de nacionalidade e língua materna portuguesa, 30 crianças de 2 anos (entre os 24 e os 35 meses, M= 28,4; Dp= 3) e 30 crianças de 3 anos (entre os 36 e os 47 meses, M=40,3; Dp=2,9), sendo cada grupo etário composto por 15 crianças do género feminino e 15 crianças do género masculino. Todas as crianças eram de nível socioeconómico médio e frequentavam instituições educativas da área de Almada. Os sujeitos foram confrontados a tarefas de subtração numericamente possível (2-1=1) e impossível (2-1=2) propostas por Wynn (1992) e Lubin (2009) e foi comparado o efeito da participação, ativa ou passiva nas referidas tarefas (Lubin, 2009). Considerando a totalidade da amostra, é possível constatar que cerca de 82% das crianças utilizam linguagem verbal e que a condição de participação na tarefa, no papel de ator e espectador, não influencia o tipo de linguagem mobilizada na resolução das operações. Verificou-se ainda que a maioria dos participantes não distingue as operações de subtração possível e impossível e não justifica as suas respostas, embora a competência dos sujeitos tenda a melhorar com a idade e mostre alguns efeitos positivos da condição de ator.
The mathematical ability is a complex cognitive function and this research seeks to understand the early skills of subtraction, contributing in particular to the theoretical and methodological discussion on the effects of emergent linguistic knowledge. Participated in this study 60 portuguese and portuguese-speaking children, 30 children aged 2 years old (between 24 and 35 months, M = 28.4; Dp = 3) and 30 children aged 3 years old (between 36 and 47 months, M = 40.3; Dp = 2.9), each age group with 15 girls and 15 boys. All children were from middle-class homes and from educational institutions in Lisbon, Portugal. The subjects were faced to the possible (2-1 = 1) and impossible (2-1 = 2) subtraction tasks proposed by Wynn (1992) and Lubin (2009) and the effect of active versus passive participation on those tasks was compared (Lubin, 2009). Considering all the sample, about 82% of the children used verbal language and the condition of participation in the task, as spectator or actor, did not influence the kind of language they used. It was also found that most participants did not discriminate between possible and impossible subtraction operations and couldn’t justify their answers, although these competences tend to improve with age and show some positive effects of the participation condition.
The mathematical ability is a complex cognitive function and this research seeks to understand the early skills of subtraction, contributing in particular to the theoretical and methodological discussion on the effects of emergent linguistic knowledge. Participated in this study 60 portuguese and portuguese-speaking children, 30 children aged 2 years old (between 24 and 35 months, M = 28.4; Dp = 3) and 30 children aged 3 years old (between 36 and 47 months, M = 40.3; Dp = 2.9), each age group with 15 girls and 15 boys. All children were from middle-class homes and from educational institutions in Lisbon, Portugal. The subjects were faced to the possible (2-1 = 1) and impossible (2-1 = 2) subtraction tasks proposed by Wynn (1992) and Lubin (2009) and the effect of active versus passive participation on those tasks was compared (Lubin, 2009). Considering all the sample, about 82% of the children used verbal language and the condition of participation in the task, as spectator or actor, did not influence the kind of language they used. It was also found that most participants did not discriminate between possible and impossible subtraction operations and couldn’t justify their answers, although these competences tend to improve with age and show some positive effects of the participation condition.
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Orientação: Maria
Stella Aguiar
Palavras-chave
PSICOLOGIA, MESTRADO EM PSICOLOGIA DA EDUCAÇÃO, PSICOLOGIA EDUCACIONAL, CONHECIMENTO, MATEMÁTICA, LINGUAGEM, RACIOCÍNIO, SUBTRAÇÃO, EDUCATIONAL PSYCHOLOGY, PSYCHOLOGY, KNOWLEDGE, MATHEMATICS, LANGUAGE, REASONING, SUBTRACTION