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Abstract(s)
Enquadramento Teórico: As funções executivas (FE) são caracterizadas por um
conjunto de processos cognitivos complexos que estão associados à aprendizagem e
um bom preditor de resultados escolares, nomeadamente na matemática. Assim,
importa compreender se as metodologias de ensino interferem ou não nas FE e como
estas se relacionam com as competências de matemática. O presente estudo, surge
nesse sentido e propõe analisar o desempenho de crianças pré-escolares com
diferentes metodologias de ensino em provas de FE e de matemática.
Metodologia: Utilizou-se um método de amostragem não probabilístico, por
conveniência. A amostra é composta por 48 participantes, entre os 4 e os 5 anos de
idade (M=4.6; DP=0.46), distribuídos por dois grupos com base na frequência de
diferentes metodologias de ensino, em que 26 têm acesso ao método de Singapura (MS)
e 22 sem método estruturado (SME). Foi aplicado um protocolo de avaliação
neuropsicológico construído para o efeito com um conjunto de instrumentos para avaliar
as competências cognitivas e de matemática, nomeadamente, as Matrizes Progressivas
Coloridas de Raven, a Escola das Formas, contagem livre, “Diz-me (Quantos são?)”, “Dáme!” e “Em que Posição?”.
Resultados: Verifica-se homogeneidade nos resultados das provas cognitivas, quando
comparadas com as metodologias de ensino, sexo e idades, no entanto, verificam-se
diferenças significativas na compreensão do conceito ordinal quando comparadas as
metodologias aplicadas, o sexo e a idade.
Conclusão: Ainda que os resultados obtidos não demonstrem significativas diferenças
executivas em ambos os grupos analisados, este estudo revelou que com base numa
metodologia estruturada, neste caso o método de Singapura, os processos mais
complexos de aprendizagem da matemática, como a compreensão do conceito de
ordinalidade, podem estar mais desenvolvidos.
Theoretical Background: Executive functions (EF) are characterized by a set of complex cognitive processes that are associated with learning and a good predictor of school results, particularly in mathematics. Thus, it is important to understand whether or not teaching methodologies interfere with EF and how they relate to mathematics skills. The present study emerges in this sense and proposes to analyze the performance of preschool children with different teaching methodologies in EF tests and mathematics. Method: A non-probabilistic sampling method was used for convenience. The sample consists of 48 participants, between 4 and 5 years of age (M=4.6; DP=0.46), distributed by two groups based on the frequency of different teaching methodologies, in which 26 have access 26 to the Singapore method (SM) and 22 without structured method (WSM). A neuropsychological assessment protocol constructed for this purpose was applied with a set of instruments to evaluate cognitive and mathematical skills, including Raven’s Colour Progressive Matrices, School of Forms, free counting, “Tell me (How many are there?)”, “Give me!” and “In what Position?”. Results: Homogeneity is verified in the results of the tests, when compared with teaching methodologies, gender and ages, however, there are significant differences in the understanding of the ordinal concept when compared to the methodologies applied, gender and age. Conclusion: Although the results obtained do not show significant executive differences in both groups analyzed, this study revealed that based on structured methodology, in this case the Singapore method, the most complex learning processes of mathematics, understanding the concept of ordinality may be more developed.
Theoretical Background: Executive functions (EF) are characterized by a set of complex cognitive processes that are associated with learning and a good predictor of school results, particularly in mathematics. Thus, it is important to understand whether or not teaching methodologies interfere with EF and how they relate to mathematics skills. The present study emerges in this sense and proposes to analyze the performance of preschool children with different teaching methodologies in EF tests and mathematics. Method: A non-probabilistic sampling method was used for convenience. The sample consists of 48 participants, between 4 and 5 years of age (M=4.6; DP=0.46), distributed by two groups based on the frequency of different teaching methodologies, in which 26 have access 26 to the Singapore method (SM) and 22 without structured method (WSM). A neuropsychological assessment protocol constructed for this purpose was applied with a set of instruments to evaluate cognitive and mathematical skills, including Raven’s Colour Progressive Matrices, School of Forms, free counting, “Tell me (How many are there?)”, “Give me!” and “In what Position?”. Results: Homogeneity is verified in the results of the tests, when compared with teaching methodologies, gender and ages, however, there are significant differences in the understanding of the ordinal concept when compared to the methodologies applied, gender and age. Conclusion: Although the results obtained do not show significant executive differences in both groups analyzed, this study revealed that based on structured methodology, in this case the Singapore method, the most complex learning processes of mathematics, understanding the concept of ordinality may be more developed.
Description
Keywords
Funções executivas Cardinalidade Ordinalidade Pré-escolar Método de Singapura Executive functions Cardinality Ordinality Pre-school Singapore method