Será que crianças com 2 e 3 anos de idade já conseguem realizar adições?
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2014
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Partindo das investigações de Wynn (1992b) e de Lubin e colaboradores (2009, 2010), a presente investigação tem por objetivo contribuir para o estudo da sensibilidade à adição, em crianças com 2 e 3 anos de idade, observando e avaliando a reação verbal e o papel da ação na resolução de operações de adição numericamente possíveis (1+1=2) e impossíveis (1+1=1). A amostra é constituída por 60 crianças de dois grupos etários: 30 crianças com 2 anos de idade (entre os 24 e os 35 meses, M= 30, 07 meses; Dp= 3,22) e 30 crianças com 3 anos de idade (entre os 36 e os 45 meses, M= 40,47 meses; Dp= 2,98), 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, de língua materna portuguesa e frequentavam instituições educativas situadas na área de Lisboa. Os resultados obtidos revelaram que, com a idade, tanto a utilização da linguagem verbal, como a discriminação e justificação correta das operações de adição aumentam. Contudo, apenas cerca de 13% das crianças observadas distinguiram corretamente as operações de adição numericamente possíveis (1+1=2) e impossíveis (1+1=1) e forneceram uma justificação verbal e logicamente correta das suas respostas. Cerca de 87% dos participantes ainda não apresenta este padrão de resposta e, neste grupo, a ocorrência de respostas logicamente corretas parece incidir mais na resposta final de resolução de problema do que na justificação.
Based on Wynn (1992b) and Lubin (2009, 2010) investigations, this research aims to contribute to the study of addition sensitivity in two and three year old children by monitoring and evaluating their verbal reaction and the effect of action while solving possible numerical addition operations (1+1=2) and impossible ones (1+1=1). The sample is composed of 60 children divided in two age groups: 30 children of two years old ( between 24 and 35 months, A=30,07 month; Sd=3,22 ) and 30 children three years old ( between 36 and 45 months, A=40,47 month; Sd=2,98 ), with each age group having 15 male and 15 female children. Every child was on a middle socioeconomic status, with his native language being Portuguese and attending educational institutions located in Lisbon. The results show that, with age progression, the use of verbal language as well as the correct discrimination and justification of the addition operations increase. However, only 13% of the children correctly distinguished between the possible numerical addition operations (1+1=2) and the impossible operations (1+1=1) and provided a verbal and logically correct justification. About 87% of the children still do not provide this type of answer and the logically correct answers in this group seem to focus more on the final answer of the resolution of the problem than in the justification.
Based on Wynn (1992b) and Lubin (2009, 2010) investigations, this research aims to contribute to the study of addition sensitivity in two and three year old children by monitoring and evaluating their verbal reaction and the effect of action while solving possible numerical addition operations (1+1=2) and impossible ones (1+1=1). The sample is composed of 60 children divided in two age groups: 30 children of two years old ( between 24 and 35 months, A=30,07 month; Sd=3,22 ) and 30 children three years old ( between 36 and 45 months, A=40,47 month; Sd=2,98 ), with each age group having 15 male and 15 female children. Every child was on a middle socioeconomic status, with his native language being Portuguese and attending educational institutions located in Lisbon. The results show that, with age progression, the use of verbal language as well as the correct discrimination and justification of the addition operations increase. However, only 13% of the children correctly distinguished between the possible numerical addition operations (1+1=2) and the impossible operations (1+1=1) and provided a verbal and logically correct justification. About 87% of the children still do not provide this type of answer and the logically correct answers in this group seem to focus more on the final answer of the resolution of the problem than in the justification.
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Orientação: Maria
Stella Aguiar
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MESTRADO EM PSICOLOGIA DA EDUCAÇÃO, PSICOLOGIA, PSICOLOGIA EDUCACIONAL, RACIOCÍNIO, MATEMÁTICA, CRIANÇAS, LINGUAGEM, PSYCHOLOGY, EDUCATIONAL PSYCHOLOGY, REASONING, MATHEMATICS, CHILDREN, LANGUAGE