Quiz: elemento desencadeador do desenvolvimento dos conceitos de formas geométricas em crianças da educação infantil
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Data
2020-02-28
Autores
Matsuchita, Éllen Alves
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo identificar e analisar elementos mediadores da formação de conceitos de formas geométricas por crianças da Educação Infantil por meio de um quiz elaborado a partir da perspectiva histórico-cultural. O quiz atuou como objeto desencadeador do desenvolvimento dos conceitos de formas geométricas, uma vez que foi elaborado agregando contextos histórico-culturais, acessíveis às crianças do último ano da educação infantil. Assim, a pesquisa foi guiada pela questão: De que forma o jogo de perguntas (quiz), elaborado com base nos pressupostos da teoria histórico-cultural, na função de um dos elementos mediadores de aprendizagem, pode atuar como objeto desencadeador do desenvolvimento dos conceitos científicos sobre certas formas geométricas em crianças do último ano da Educação Infantil?. As crianças envolvidas pertencem a uma turma do Infantil II (5 anos) de uma escola municipal de educação infantil de uma cidade do interior paulista. Dentre os procedimentos metodológicos, realizaram-se entrevistas em três duplas, a fim de que as crianças confrontassem suas respostas, justificassem suas escolhas, defendessem seu ponto de vista. Fez parte dessa pesquisa de mestrado profissional a elaboração de um objeto virtual de aprendizagem denominado quiz em que foram produzidas questões baseadas na perspectiva histórico-cultural envolvendo formas geométricas. Foram feitas sete questões de múltipla escolha com três alternativas em cada e quatro questões abertas, em que as crianças poderiam expressar seu conhecimento sobre cada uma das formas geométricas abordadas no quiz: triângulo, retângulo, quadrado e círculo. Esse jogo foi transformado no produto final do curso do mestrado profissional, que é um dos requisitos do Programa de Pós-Graduação. É composto de questões escritas e em áudio, bem como ilustrações, visto que as crianças desta faixa etária não realizam a leitura. As entrevistas foram filmadas e transcritas para produção dos dados da pesquisa utilizados para análise. As análises foram pautadas na perspectiva histórico-cultural, principalmente na identificação de elementos mediadores na formação dos conceitos triângulo, quadrado, retângulo e círculo. Os resultados da pesquisa apontam número de pontas como atributo dos polígonos triângulo, quadrado e retângulo, mas sem relacioná-los à nomenclatura vértice. Em relação ao uso dos termos, como no caso da palavra ‘lado’, constatamos que as crianças a utilizam da mesma forma para se referir ao vértice, demonstrando que ainda não conseguem diferenciá-los. Embora as questões fossem contextualizadas com elementos históricos, esses não foram considerados pelas crianças na construção de suas respostas. Contudo, o quiz proporcionou às crianças a oportunidade de entrarem em conflito com questões as quais, em geral, tinham suas argumentações baseadas somente na aparência dos desenhos das formas.
This research aimed to identify and analyze elements that mediate the formation of concepts of geometric shapes by children in Early Childhood Education through a quiz elaborated from the historical-cultural perspective. The quiz acted as a trigger for the development of the concepts of geometric shapes, since it was elaborated by adding historical-cultural contexts, accessible to children in the last year of early childhood education. Thus, the research was guided by the question: How the game of questions (quiz), elaborated based on the assumptions of the historical-cultural theory, in the function of one of the mediating elements of learning, can act as a trigger for the development of concepts information on certain geometric shapes in children in the last year of Early Childhood Education? The children involved belong to a group of Infantil II (5 years old) from a municipal child education school in a city in the interior of São Paulo. Among the methodological procedures, interviews were carried out in three pairs, so that the children confront their answers, justify their choices, defend their point of view. Part of this professional master's research was the elaboration of a virtual learning object called a quiz in which questions based on the historical-cultural perspective involving geometric shapes were produced. Seven multiple choice questions were asked with three alternatives in each and four open questions, in which children could express their knowledge about each of the geometric shapes covered in the quiz: triangle, rectangle, square and circle. This game was transformed into the final product of the professional master's course, which is one of the requirements of the Graduate Program. It consists of written and audio questions, as well as illustrations, since children of this age group do not read. The interviews were filmed and transcribed to produce the research data used for analysis. The analyzes were based on the historical-cultural perspective, mainly in the identification of mediating elements in the formation of the triangle, square, rectangle and circle concepts. The research results point to the number of points as an attribute of the triangle, square and rectangle polygons, but without relating them to the vertex nomenclature. Regarding the use of terms, as in the case of the word 'side', we found that children use it in the same way to refer to the vertex, demonstrating that they still cannot differentiate them. Although the questions were contextualized with historical elements, these were not considered by the children in the construction of their answers. However, the quiz provided children with the opportunity to conflict with questions which, in general, had their arguments based only on the appearance of the shape drawings.
This research aimed to identify and analyze elements that mediate the formation of concepts of geometric shapes by children in Early Childhood Education through a quiz elaborated from the historical-cultural perspective. The quiz acted as a trigger for the development of the concepts of geometric shapes, since it was elaborated by adding historical-cultural contexts, accessible to children in the last year of early childhood education. Thus, the research was guided by the question: How the game of questions (quiz), elaborated based on the assumptions of the historical-cultural theory, in the function of one of the mediating elements of learning, can act as a trigger for the development of concepts information on certain geometric shapes in children in the last year of Early Childhood Education? The children involved belong to a group of Infantil II (5 years old) from a municipal child education school in a city in the interior of São Paulo. Among the methodological procedures, interviews were carried out in three pairs, so that the children confront their answers, justify their choices, defend their point of view. Part of this professional master's research was the elaboration of a virtual learning object called a quiz in which questions based on the historical-cultural perspective involving geometric shapes were produced. Seven multiple choice questions were asked with three alternatives in each and four open questions, in which children could express their knowledge about each of the geometric shapes covered in the quiz: triangle, rectangle, square and circle. This game was transformed into the final product of the professional master's course, which is one of the requirements of the Graduate Program. It consists of written and audio questions, as well as illustrations, since children of this age group do not read. The interviews were filmed and transcribed to produce the research data used for analysis. The analyzes were based on the historical-cultural perspective, mainly in the identification of mediating elements in the formation of the triangle, square, rectangle and circle concepts. The research results point to the number of points as an attribute of the triangle, square and rectangle polygons, but without relating them to the vertex nomenclature. Regarding the use of terms, as in the case of the word 'side', we found that children use it in the same way to refer to the vertex, demonstrating that they still cannot differentiate them. Although the questions were contextualized with historical elements, these were not considered by the children in the construction of their answers. However, the quiz provided children with the opportunity to conflict with questions which, in general, had their arguments based only on the appearance of the shape drawings.
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Educação, Educação infantil, Matemática, Teoria histórico-cultural, Education, Early childhood education, Mathematics, Historical-cultural theory