MODELAGEM MATEMÁTICA NA EDUCAÇÃO INFANTIL: CONTRIBUIÇÕES PARA A FORMAÇÃO DA CRIANÇA

• Ano de defesa: 2016
• Autor(a) principal: Belo, Cibelli Batista
• Orientador(a): Burak, Dionísio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
• Departamento: Unicentro::Departamento de Biologia; Unicentro::Departamento de Matemática; Unicentro::Departamento de Química; Unicentro::Departamento de Física; Unicentro::Departamento de Ciências Exatas e de Tecnologia; Unicentro::Departamento de Ciências Agrárias e Ambientais
• País: Brasil
• Palavras-chave em Português: Aprendizagens; Educação Infantil; Matemática; Modelagem Matemática
• Palavras-chave em Inglês: apprenticeships; Early Childhood Education; Mathematics; Mathematical Modeling
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS
• Link de acesso: http://localhost:8080/tede/handle/tede/546

This work deals with activities of Mathematical Modeling in Mathematics Education developed in Early Childhood Education within the Basic Education. The guiding question of the research is: What apprenticeships can be identified from activities of Mathematical Modeling in Early Childhood Education? The general objective is to know aspects of Mathematical Modeling as teaching methodology in a Pre-I class (children from 4 to 5 years) of Early Childhood Education. Through the general objective, we delimited the specific ones: Evaluating, from the manifestations of the children, the different activities with Mathematical Modeling; Examining whether the learning through Mathematical Modeling occurs; Investigating, on the basis of data and observations in loco, the contributions and the challenges encountered in relation to the development of Mathematical Modeling in the Pre-I class. In this research we opted for a qualitative methodology, using as reference Bogdan and Biklen (1994), Gil (2002) and outlining the case study with Lüdke and André (1986) as references. In the methodological references referring to Mathematical Modeling used in the conception of Burak (1992, 2010, 2014), referring to Mathematics in Early Childhood Education was used Smole (2000), Lorenzato (2011), Kamii (2008). The data treatment follows the triangulation method, with the theoretical contribution Denzin and Lincoln (2006). The results were achieved through the analysis and interpretation of filming and reactions of the children in the development of activities. It can be considered that the Mathematical Modeling in Early Childhood Education makes possible the formation of concepts by the children, besides the mathematical concepts, since it develops notions, social and cultural concepts, favoring the construction of emotional intelligence by the child, thanks to the interdisciplinary nature of the themes or games, which adequately meets the Curricular Guidelines for Early Childhood Education.