Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Carvalho, Regiane Perea
 |
| Orientador(a): |
Manrique, Ana Lúcia |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10832
|
Resumo: |
This study sought to show how educators can work with the literature and mathematics, creating moments in the practice of the classroom that promote understanding and familiarity with mathematical language in children aged 5 and 6 years of early childhood education in a school hall of St. Paul. To establish cognitive links between the maternal language, concepts of real life and mathematical language, the proposed moments were guided by the theory of Vygotsky. We understand that mathematics is the language of symbols that represent well-defined concepts, but also to express them orally, we borrowed terms of language that may have different meanings within and outside mathematics. Moments were developed consisting of six activities involving body language, jokes, games, songs, stories, drawings and written records. Mathematical concepts worked were: laterality and counting. For each new moment appears to have been prioritized oral and pictorial language and body language and music for the acquisition of new mathematical concepts, which were organized and interrelated. We believe that teachers of kindergarten, children 5 and 6 years old, need to understand the development in which the child is, realizing that the logical construction of mathematical concepts and the need to focus on practical activities involving movement, music, drawings, manipulation and gaming. The concepts must be worked to the extent that there are demonstrations, curiosities and desire for knowledge. We also understand that relationships with children 5 and 6 years of age need to prioritize social relations, always taking into account the experiences of the child, emotional and social needs, providing a view of the world he belongs to, it being understood as a human being |
