Experiences in the construction and management of teaching materials inspired by the Singapore Method in Pre-School Education and the 1st Cycle of Basic Education
AUTHORS
John Abreu | joaocristianoabreu@live.com.pt | FCSH-UAc
Rachel Dinis | raquel.jj.dinis@uac.pt | FCSH-UAc & NICA-UAc
Ricardo Cunha Teixeira | ricardo.ec.teixeira@uac.pt |NICA-UAc & FCT-UAc
SUMMARY
The appropriate use of teaching resources or pedagogical materials in the teaching-learning process has associated a vast set of fundamental advantages for the comprehensive education of children/students, contributing to educational quality. The scientific-pedagogical assumptions underlying the curricular model for teaching Mathematics in Singapore, which served as inspiration for the work presented in this article, highlight the importance of, from the earliest years, the teaching of mathematics requiring great intentionality, contextualization and integration of practices. In this scenario, it is necessary to take extreme scientific and didactic care in the preparation and implementation of any pedagogical materials that are intended to be appropriate.
In this article, we present and analyze the scientific-pedagogical potential evidenced by a set of materials that structured learning experiences developed during Pedagogical Internships within the scope of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education at the University of the Azores. Thus, based on the approach to the scientific-pedagogical assumptions stated in specialized literature and based on our experience, we reflect on good practices in the processes of designing and managing teaching materials, intentionally aiming at promoting integrated and meaningful learning in the teaching of Mathematics in the early years.
KEYWORDS
Mathematics Teaching, Singapore Method, teaching materials, Pre-School Education, Primary Education
RELEVANT DATES
Published: 2018/12/23