Raciocínio lógico-matemático em crianças de 2 e 3 anos de idade : Emergência da Competência de Adição
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2013
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Nos últimos anos vêm surgindo cada vez mais estudos, que reconhecem limitações à teoria de Piaget, principalmente, ao nível do desenvolvimento do raciocínio lógico-matemático. Foi objetivo da presente investigação, contribuir para o estudo da sensibilidade à adição, em crianças de 2 e 3 anos de idade, através da observação de sinais fortes de competência na resolução de tarefas propostas. Tais tarefas são baseadas nos estudos de Wynn, onde medem o tempo de olhar de bebés de 5 meses, para resultados possíveis e impossíveis de operações de adição, e nos estudos de Lubin, que comparam diferentes condições de participação das crianças nas tarefas propostas, nomeadamente uma participação passiva e uma participação mais ativa. A amostra deste estudo foi composta por 60 crianças de dois grupos etários: 30 crianças de 2 anos de idade (entre os 24 e os 35 meses, M= 32,5; meses; Dp=2,3 ); e 30 crianças de 3 anos de idade (entre os 36 e os 47 meses, M= 42,6; meses; Dp=3,3 ). Em cada grupo etário, 15 crianças eram 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. Como principais resultados verificou-se que a utilização da linguagem verbal se tende a acentuar e generalizar com a idade. Apenas, cerca de 3% de crianças de 2-3 anos de idade distinguem corretamente as operações de adição numericamente possíveis (1+1=2) e impossíveis (1+1=3) e fornecem uma justificação verbal e logicamente consistente das suas respostas. Cerca de 87% das crianças observadas ainda não apresenta este padrão de resposta.
In a recent years have emerged different studies that recognize the limitations of Piaget's theory of logical and mathematical thinking level. The objective of this research was to contribute for the study of sensitivity to the addition, in children with 2 and 3 years old, through the observation of strong signals of competence in solving the tasks proposed. These tasks are based on studies of Wynn, which measure the time that babies with 5 months spend looking for possible and impossible results of operations of addition, and in studies of Lubin, comparing different conditions for participation of children in the proposed tasks, including passive participation and more active participation. The sample consisted of 60 children from two age groups: 30 children from 2 years old (between 24 and 35 months, M = 32,5; months, SD = 2,3) and 30 children 3 years old (between 36 and 47 months, M = 42,6; months, SD = 3,3). In each age group, 15 children were female and 15 were male children. In each age group, 15 children were female and 15 were male children. All children were from middle socioeconomic level and portuguese nationality. The sample was collected in educational institutions localizated in Lisbon. The principal results shows that the use of verbal language tends to increase and generelizated with age. Only about 3% of children with 2-3 years old, discriminate correctly possibilitis in addition (1+1=2) and impossible tasks (1+1 = 3) providing answers with a logical verbal consistent and justify their answers . About 87% of children didn’t observed this pattern of response.
In a recent years have emerged different studies that recognize the limitations of Piaget's theory of logical and mathematical thinking level. The objective of this research was to contribute for the study of sensitivity to the addition, in children with 2 and 3 years old, through the observation of strong signals of competence in solving the tasks proposed. These tasks are based on studies of Wynn, which measure the time that babies with 5 months spend looking for possible and impossible results of operations of addition, and in studies of Lubin, comparing different conditions for participation of children in the proposed tasks, including passive participation and more active participation. The sample consisted of 60 children from two age groups: 30 children from 2 years old (between 24 and 35 months, M = 32,5; months, SD = 2,3) and 30 children 3 years old (between 36 and 47 months, M = 42,6; months, SD = 3,3). In each age group, 15 children were female and 15 were male children. In each age group, 15 children were female and 15 were male children. All children were from middle socioeconomic level and portuguese nationality. The sample was collected in educational institutions localizated in Lisbon. The principal results shows that the use of verbal language tends to increase and generelizated with age. Only about 3% of children with 2-3 years old, discriminate correctly possibilitis in addition (1+1=2) and impossible tasks (1+1 = 3) providing answers with a logical verbal consistent and justify their answers . About 87% of children didn’t observed this pattern of response.
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Orientação : Maria Stella Aguiar
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PSICOLOGIA, PSYCHOLOGY, ENSINO DA MATEMÁTICA, MATHEMATICS TEACHING, LINGUAGEM, LANGUAGE, CRIANÇAS, CHILDREN, MESTRADO EM PSICOLOGIA DA EDUCAÇÃO