Habilidades preditoras da aprendizagem matemática de crianças de até 06 anos: uma revisão sistemática da literatura

Abstract

To date, there are gaps in publications in the Brazilian scientific literature on the systematic analysis of behaviors identified in early childhood education that are predictors of formal mathematics education. Thus, the objective of this research is to present, through a systematic review of the literature based on the PRISMA method, which behaviors, terms and descriptors are being used for these mathematical repertoires in children under 06 years of age. The databases used were APA PsycNet, CAPES Periodicals, Pepsic, Scielo, Science Direct and Web of Science. A search was carried out through 11 pre-established descriptors, in Portuguese, English and Spanish. A total of 3,374 articles were found and, after analyzing the eligibility criteria, 62 articles were included in the sample. The articles that were included showed a higher incidence in the descriptor Mathematics in early childhood education. A total of 41 different terms were found to entitle this stage of development prior to learning mathematics. In view of the cut made of the behaviors pointed out by the included articles, we can observe a total of 262 behaviors. Given the sets and behaviors presented, we propose a classification of previous behaviors for mathematical learning: Calculation, Cardinality, Comparison, Counting, One-to-One Correspondence, Shapes, Numerical Lines, Measure/Space/Time, Model, Numbers, Sorting, Quantification, Resolution of Problems, Similarity and Difference.