O jogo e o conceito de número na educação infantil segundo os pressupostos da teoria histórico-cultural

Abstract

The methods used to teach and learn mathematics is still a challenge for teachers, specially in early years education. Based on that, this research aims to identify and analyze manners how students in nursery schools might assimilate conceptual links through bowling under pedagogical guiding. This study was carried out in a public school for early years education located in São Carlos county, in São Paulo countryside state. In total, 37 kids registered to that school into the grade 6 for children taken part from that experience. In order to understand the forms of conceptual assimilation of mathematics for the children, a qualitative approach was adopted. The analyzes were based on the assumptions of Historical-Cultural Psychology and Leontiev's Activity Theory with emphasis on playing with the child's main activity and responsible for the main changes in his development. Playing games to teach math has been understood as an activity in which human beings reconstructs social relations and form higher psychic functions by appropriating the social experience of humanity. Thus development is considered eminently historical and determined by mediated sociocultural relations. Taking as an activity of analysis the bowling game, the experiment had as its guiding question to understand what is the possibility of children of kindergarten to emerge conceptual links (internal and external) that are presented in the mathematical concept of number during a guiding teaching activity?