Quantity notion presented by pre-school children from activities based on Reggio Emilia approach

• Autor(a) principal: Picolo Vial, Indiana
• Data de Publicação: 2022
• Outros Autores: Richit, Adriana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/48
• topic: Noção de quantidade; Educação Infantil; Reggio Emilia; Abordagem exploratória; Investigação baseada em designRemover Investigação baseada em design; Nociones de cantidad; Educación preescolar; Reggio Emili; Investigación basada en el diseño; Abordaje exploratorio; Child education; Quantity notion; Reggio Emilia; Design based research; Exploratory approach

O abstract do artigo deve ser elaborado em língua inglesa (idioma secundário), seguindo, tanto quanto possível, a redação utilizada no Resumo, e deve ser elaborado em fonte Times New Roman, tamanho 10, espaçamento simples, justificado, sem recuo de parágrafo. Abstract. Abstract. Abstract. Abstract. Abstract. The paper is dedicated to analyzing the ways of expressing the notion of quantity presented by preschool-age children from activities based on the Reggio Emilia approach. Guided by the question ‘What ways of expressing quantities are presented by preschool children from activities based on the Reggio Emilia Approach?’ we held a research with children aged four to six years in the context of three activities based on playfulness and dialogue. The qualitative research, of an explicative and explanatory nature, took as its approach Design-Based Research (DBR), in which activities were developed to mobilize strategies and resources to express quantities. The empirical material consists of field notes and transcripts of audio recordings of conversations and interactions with the children (wheel and individualized) and the children’s worksheets. The analysis pointed out different ways of expressing the quantity notion, which are circumscribed in the themes: estimation, counting, and numerical writing. The estimation was evidenced in the light of the children’s efforts to express quantities indicated in the tasks using drawings and verbalized justifications. The counting was used in distinct situations, as a way to determine the quantities requested in the activities. Numerical writing characterized the process of expressing quantities from the writing of numbers. As a result, we highlight the relevance of the Early Childhood Education teacher to provide children with situations in which they can mobilize and develop mathematical notions, such as quantity and number, developing their hundred languages, as proposed by education in Reggio Emilia. The activities proposed within of the DBR boosted the children’s ways of expressing quantity, developing the children’s multiple languages, at the same time as providing for listening, socialization, autonomy, and child protagonist.