Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachers

Bibliographic Details
Main Author: Warken, Clara Inês
Publication Date: 2024
Other Authors: Caetano, Richael Silva, Bezerra, Renata Camacho
Format: Article
Language: por
Source: Revista Contexto & Educação
Download full: https://www.revistas.unijui.edu.br/index.php/contextoeducacao/article/view/13974
Summary: This study aims to analyze how mathematical notions are worked with children of Early Childhood Education, in Brazilian teachers’ view. The research approach is qualitative and exploratory, and it was developed by the application of an online questionnaire with seventy teachers from five Brazilian regions. The questionnaire answers were analyzed considering three categories: the relationship of the Early Childhood Education teacher with Mathematics; b) the mathematical notions addressed by the teacher and the resources and didactic materials used; and c) what the teacher thinks about his pedagogical practice. Therefore, on the results, we notice that mathematical notions, in Early Childhood Education, are approached through practices that consider games, play, experiences, observations, objects manipulation, and others, as propellers of learning. At this stage, each child peculiarity is considered, as well as their previous knowledge that, associated with playful approaches, stimulate their creativity and interest, making mathematical knowledge possible.
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spelling Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachersA abordagem das noções matemáticas na educação infantil: analisando perspectivas de professores brasileirosinfânciaconhecimentos matemáticosprática pedagógicaMatemáticachildhoodmathematical knowledgepedagogical practiceMathematicsThis study aims to analyze how mathematical notions are worked with children of Early Childhood Education, in Brazilian teachers’ view. The research approach is qualitative and exploratory, and it was developed by the application of an online questionnaire with seventy teachers from five Brazilian regions. The questionnaire answers were analyzed considering three categories: the relationship of the Early Childhood Education teacher with Mathematics; b) the mathematical notions addressed by the teacher and the resources and didactic materials used; and c) what the teacher thinks about his pedagogical practice. Therefore, on the results, we notice that mathematical notions, in Early Childhood Education, are approached through practices that consider games, play, experiences, observations, objects manipulation, and others, as propellers of learning. At this stage, each child peculiarity is considered, as well as their previous knowledge that, associated with playful approaches, stimulate their creativity and interest, making mathematical knowledge possible.O presente artigo tem como objetivo analisar como são trabalhadas as noções matemáticas com as crianças da Educação Infantil, na visão de professores brasileiros. A abordagem da pesquisa é qualitativa e de caráter exploratório, desenvolvida a partir da aplicação de um questionário on-line com setenta professores provenientes das cinco regiões brasileiras. As respostas ao questionário foram analisadas considerando-se três categorias: a) a relação do professor da Educação Infantil com a Matemática; b) as noções matemáticas abordadas pelo professor e os recursos e materiais didáticos utilizados; e c) o que pensa o professor a respeito da sua prática pedagógica. Assim, em relação aos resultados, notamos que as noções matemáticas são abordadas, na Educação Infantil, a partir de práticas que consideram os jogos, as brincadeiras, as experiências, as observações, a manipulação de objetos, etc., como propulsoras da aprendizagem. Nessa etapa, as particularidades de cada criança são levadas em consideração, assim como os seus conhecimentos prévios que, com o auxílio do lúdico, estimulam a sua criatividade e despertam o seu interesse, fazendo possível a construção de conhecimentos matemáticos.Unijui2024-03-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.unijui.edu.br/index.php/contextoeducacao/article/view/1397410.21527/2179-1309.2024.121.13974Revista Contexto & Educação; v. 39 n. 121 (2024); e139742179-13090102-8758reponame:Revista Contexto & Educaçãoinstname:Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUI)instacron:UNIJUIporhttps://www.revistas.unijui.edu.br/index.php/contextoeducacao/article/view/13974/7739Copyright (c) 2024 Revista Contexto & Educaçãoinfo:eu-repo/semantics/openAccessWarken, Clara InêsCaetano, Richael SilvaBezerra, Renata Camacho2024-08-26T13:47:12Zoai:ojs.revistas.unijui.edu.br:article/13974Revistahttps://www.revistas.unijui.edu.br/index.php/contextoeducacao/indexPUBhttps://www.revistas.unijui.edu.br/index.php/contextoeducacao/oairevistaseletronicas@unijui.edu.br2179-13090102-8758opendoar:2024-08-26T13:47:12Revista Contexto & Educação - Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUI)false
dc.title.none.fl_str_mv Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachers
A abordagem das noções matemáticas na educação infantil: analisando perspectivas de professores brasileiros
title Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachers
spellingShingle Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachers
Warken, Clara Inês
infância
conhecimentos matemáticos
prática pedagógica
Matemática
childhood
mathematical knowledge
pedagogical practice
Mathematics
title_short Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachers
title_full Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachers
title_fullStr Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachers
title_full_unstemmed Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachers
title_sort Mathematical notions' approache in early childhood education: analyzing perspectives of brazilian teachers
author Warken, Clara Inês
author_facet Warken, Clara Inês
Caetano, Richael Silva
Bezerra, Renata Camacho
author_role author
author2 Caetano, Richael Silva
Bezerra, Renata Camacho
author2_role author
author
dc.contributor.author.fl_str_mv Warken, Clara Inês
Caetano, Richael Silva
Bezerra, Renata Camacho
dc.subject.por.fl_str_mv infância
conhecimentos matemáticos
prática pedagógica
Matemática
childhood
mathematical knowledge
pedagogical practice
Mathematics
topic infância
conhecimentos matemáticos
prática pedagógica
Matemática
childhood
mathematical knowledge
pedagogical practice
Mathematics
description This study aims to analyze how mathematical notions are worked with children of Early Childhood Education, in Brazilian teachers’ view. The research approach is qualitative and exploratory, and it was developed by the application of an online questionnaire with seventy teachers from five Brazilian regions. The questionnaire answers were analyzed considering three categories: the relationship of the Early Childhood Education teacher with Mathematics; b) the mathematical notions addressed by the teacher and the resources and didactic materials used; and c) what the teacher thinks about his pedagogical practice. Therefore, on the results, we notice that mathematical notions, in Early Childhood Education, are approached through practices that consider games, play, experiences, observations, objects manipulation, and others, as propellers of learning. At this stage, each child peculiarity is considered, as well as their previous knowledge that, associated with playful approaches, stimulate their creativity and interest, making mathematical knowledge possible.
publishDate 2024
dc.date.none.fl_str_mv 2024-03-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.unijui.edu.br/index.php/contextoeducacao/article/view/13974
10.21527/2179-1309.2024.121.13974
url https://www.revistas.unijui.edu.br/index.php/contextoeducacao/article/view/13974
identifier_str_mv 10.21527/2179-1309.2024.121.13974
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.unijui.edu.br/index.php/contextoeducacao/article/view/13974/7739
dc.rights.driver.fl_str_mv Copyright (c) 2024 Revista Contexto & Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Revista Contexto & Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Unijui
publisher.none.fl_str_mv Unijui
dc.source.none.fl_str_mv Revista Contexto & Educação; v. 39 n. 121 (2024); e13974
2179-1309
0102-8758
reponame:Revista Contexto & Educação
instname:Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUI)
instacron:UNIJUI
instname_str Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUI)
instacron_str UNIJUI
institution UNIJUI
reponame_str Revista Contexto & Educação
collection Revista Contexto & Educação
repository.name.fl_str_mv Revista Contexto & Educação - Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUI)
repository.mail.fl_str_mv revistaseletronicas@unijui.edu.br
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