Desenvolvimento do sentido de número em crianças de 4 a 5 anos e 11 meses
Abstract
This study refers to a master's degree research, linked to the Professional Postgraduate Program in Education (PPGPE) at the Federal University of São Carlos
(UFSCar), with the main objective of analyzing the interactions and representations of
Early Childhood Education children, with a specific age between 4 to 5 years and 11 months, in
mathematical exploration situations developed from the perspective of number sense.
For the discussion, reflections on multiple functions of the number in
different contexts and that the social use of this demarcates forms of representation that give
senses to children's learning, starting from pre-school. The methodology is part of the
field of qualitative studies, of an interpretative-analytical nature, in which, from the
intervention research, the researcher is the teacher of the class investigated. In this way, the
proposal was to put myself in the place of a teacher-researcher about the implications of
teaching practice in situations designed to understand number sense in the class.
The data production instruments were: observation, intervention and
video recording of dialogues created with children based on the scenarios
established for this purpose. In summary, due to little exploration of the theme of
Mathematics in Early Childhood Education, evidenced in previous works, the results
obtained may serve as support for professionals who work with this age group,
helping them to create rich, meaningful and challenging learning environments.
As a central result of the reflections expressed in the research, we constituted a Product
Educational in the form of an e-book entitled "Number Sense with Children in
Preschool Age: 4 Experiences for Mathematical Exploration", which we consider relevant
with a view to raising performance indicators for early childhood educators.
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