Promoção da literacia matemática no pré-escolar com o apoio da tecnologia educativa
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Data
2013
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O projeto “Promoção da Literacia Matemática no Pré-Escolar com o apoio da Tecnologia Educativa” traduz a investigação realizada junto de um grupo de crianças do pré-escolar com 3/4 anos e dos seus pais e encarregados de educação, numa instituição educacional privada, em Lisboa. Objetiva-se a
promoção de competências matemáticas na educação pré-escolar, seguindo as
orientações científicas nacionais e internacionais, de que a matemática é a
ciência do padrões. O segundo grande objetivo do projeto visa promover a
colaboração dos pais na educação pré-escolar dos seus filhos.
O Programme for International Student Assessment [PISA] refere que todo e qualquer indíviduo deve ter a possibilidade de adquirir uma literacia matemática
crítica ao longo da sua vida, por forma a aplicá-la na sua vida pessoal, social e profissional. A Literacia Matemática vem contrariar a associação da matemática à
manipulação arcaica dos símbolos matemáticos sem conexão e relação entre si.
Mais do que dominar um conteúdo, a Literacia Matemática Crítica traduz-se nas
competências que um aluno desenvolve na resolução de problemas, no
relacionamento de conceitos e conteúdos, na identificação de estratégias de
resolução ou na comunicação com os demais numa linguagem matemática
escrita/oral.
O segundo ponto do projeto objetiva promover e estimular a colaboração
dos pais e encarregados de educação com a escola. Pretende-se que ambas as
entidades mediadoras da construção de conhecimeto da criança possam
comunicar e estabelecer estratégias de ação relativamente à educação da
criança, como parceiros educativos.
Os recursos tecnológicos evoluem de dia pra dia e estão acessíveis aos
pais, filhos e escolas, pelo que podemos aspirar que estes possam contribuir para
a parceria educativa. Em ambiente pré-escolar, pretende-se desenvolver
atividades que visem objetivos matemáticos em simultâneo com a exploração do
computador, periféricos e de um software desconhecido. Escolhemos um software
de edição de imagem, estabelecendo um paralelo entre a pintura virtual e a
pintura tradicional. Metodologicamente, a investigação assenta num estudo qualitativo,
tendencialmente investigação-ação, combinando e articulando técnicas de
pesquisa como a observação participante, as conversas informais com a educadora, os elementos da direção, os pais/encarregados de educação, e a
análise documental.
As planificações das atividades visaram a concretização dos objetivos
propostos para a intervenção. No processo cíclico de investigação-ação foram identificadas dificuldades nas crianças, relativamente à matemática e ao software, pelo que, a cada ciclo, foram definidas estratégias que visassem a construção de
processos de desenvolvimento na criança. As estratégias educativas assentaram
essencialmente na abordagem matemática dos padrões, na planificação cuidada
das atividades distintas para crianças e para pais, na utilização de recursos
tecnológicos, como sejam o computador, um software de edição de imagem, o
email e a webpage da escola.
The project “Promoting Mathematics Literacy in Pre-school with the support of Educational Technology” translates the investigation conducted within a group of 3 to 4-year-old children and their parents and guardians, at a private education institution, in Lisbon. The main aim is to promote mathematical competencies in pre-school education, following the national and international scientific guide-lines, that mathematics is a science of patterns. The second great objective of this project aims at promoting parent cooperation in the pre-school education of their children. The Programme for International Student Assessment [PISA] refers that each and any individual must have the possibility of acquiring a critical mathematics literacy throughout his or her life, as to apply it in his or her personal, social and professional life. Critical Mathematics Literacy opposes to the association of mathematics to the archaic manipulation of mathematical symbols which present no connection or relation between them. More than the dominating contents, Critical Mathematics Literacy translates into the competencies that a student develops in solving problems, in relating concepts and contents, in identifying solving strategies or in the communication with others using a written/ oral mathematical language. The second point of this project aims at promoting and stimulating the cooperation of parents and guardians along with the school. It is intended that both mediating entities in the development of the child’s knowledge can communicate and establish action strategies regarding the child’s education, as educational partners. Technological resources evolve every day and are accessible to parents, children and schools; therefore, we can aspire that they can contribute to the educational partnership. In a pre-school environment, the intention is to develop activities with mathematical objectives in view, simultaneously with the exploring of computers, devices and unknown software. We chose an image editing software, establishing a parallel between virtual painting and traditional painting. Regarding methodology, the investigation is based on a quality study, with a special focus on investigation-action, combining and articulating techniques of research as participated observation, informal conversations with the teacher, board members, parents/ guardians, and document analysis. The planning of activities was focused on accomplishing the proposed objectives for the intervention. In the cyclical process of investigation-action, difficulties among children were registered, namely concerning mathematics and software, which, at each cycle, strategies were defined in order to build development processes within the child. Educational strategies agree essentially in the mathematics approach of patterns, in the careful planning of specific activities for children and parents, in the usage of technological resources, such as, the computer, an image editing software, email and the school web page.
The project “Promoting Mathematics Literacy in Pre-school with the support of Educational Technology” translates the investigation conducted within a group of 3 to 4-year-old children and their parents and guardians, at a private education institution, in Lisbon. The main aim is to promote mathematical competencies in pre-school education, following the national and international scientific guide-lines, that mathematics is a science of patterns. The second great objective of this project aims at promoting parent cooperation in the pre-school education of their children. The Programme for International Student Assessment [PISA] refers that each and any individual must have the possibility of acquiring a critical mathematics literacy throughout his or her life, as to apply it in his or her personal, social and professional life. Critical Mathematics Literacy opposes to the association of mathematics to the archaic manipulation of mathematical symbols which present no connection or relation between them. More than the dominating contents, Critical Mathematics Literacy translates into the competencies that a student develops in solving problems, in relating concepts and contents, in identifying solving strategies or in the communication with others using a written/ oral mathematical language. The second point of this project aims at promoting and stimulating the cooperation of parents and guardians along with the school. It is intended that both mediating entities in the development of the child’s knowledge can communicate and establish action strategies regarding the child’s education, as educational partners. Technological resources evolve every day and are accessible to parents, children and schools; therefore, we can aspire that they can contribute to the educational partnership. In a pre-school environment, the intention is to develop activities with mathematical objectives in view, simultaneously with the exploring of computers, devices and unknown software. We chose an image editing software, establishing a parallel between virtual painting and traditional painting. Regarding methodology, the investigation is based on a quality study, with a special focus on investigation-action, combining and articulating techniques of research as participated observation, informal conversations with the teacher, board members, parents/ guardians, and document analysis. The planning of activities was focused on accomplishing the proposed objectives for the intervention. In the cyclical process of investigation-action, difficulties among children were registered, namely concerning mathematics and software, which, at each cycle, strategies were defined in order to build development processes within the child. Educational strategies agree essentially in the mathematics approach of patterns, in the careful planning of specific activities for children and parents, in the usage of technological resources, such as, the computer, an image editing software, email and the school web page.
Descrição
Orientação: Isaura Pedro
Palavras-chave
EDUCAÇÃO, EDUCATION, LITERACIA, LITERACY, MATEMÁTICA, MATHS, EDUCAÇÃO PRÉ-ESCOLAR, EARLY YEARS EDUCATION, TECNOLOGIA, TECHNOLOGY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ANIMAÇÃO SOCIOCULTURAL E INCLUSÃO, TECNOLOGIAS EDUCACIONAIS, EDUCATIONAL TECHNOLOGIES