A apropriação do conceito numérico no 1º ano do ensino fundamental : um estudo na perspectiva da teoria histórico-cultural
Resumo
This dissertation presents the master’s research developed at the Professional Graduate
Program in Education of the Federal University of São Carlos, guided by the following
question: how do students of the 1st grade of Elementary School take in the numerical concept
while experiencing teaching activities? The objectives of this research were to identify how
children from a class of the 1st grade of Elementary School take in the numerical concept, and
to discuss it through the data obtained according to the cultural-historical activity theory. The
methodology was based on a qualitative perspective, specifically on a case study of a class of
six-year-old students from a municipal school in the state of São Paulo. Three teaching
activities with an abacus were developed based on the cultural-historical perspective. Analysis
was based on an interpretative view of the demonstrations expressed by the students during
the development of the activities, transcribed through filming. The results show that during
the realization of the situations triggering learning it was possible to perceive that the students
appropriated the numerical concept.