Mathematics Teaching and Children's literature: a personalized proposal for the learning of 4th grade Elementary School students

• Autor(a) principal: Machado, Arthur Gonçalves
• Data de Publicação: 2020
• Outros Autores: Ribeiro, Franciene, Guimarães, Walkiria, Matos, Maria Dulce
• 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/402
• topic: Teaching mathematics; Children’s literature; Elementary School; Ensino de matemática; Literatura infantil; Ensino Fundamental

This article aims to present a didactic-pedagogical proposal, organized to mediate the learning of mathematical knowledge objects using children's literature as a stimulating vector for the teaching-learning process related to numbers, problems involving the four operations, mass measures and the monetary system. The children's literature used was “The Problems of the Gorgonzola Family”. The research participants were 20 students from a 4th grade class in the early years of Elementary school, in a public school in the county of Ponta de Pedras / PA. The original research belongs to a project, entitled “Mathematical Challenges: the problems of the Gorgonzola family”, organized during the theme development, Thematic Internship II, in the Integrated Degree Course in Sciences, Mathematics and Languages ​​aimed at training teachers to work in initial years of elementary school, first and second cycles, as well as on youth and adult education equivalent to that level. The research is qualitative based on ideas of Borba and Araújo. It was developed in two moments, the first being the presentation of the book to class for reading and exploring the information and the second was configured by challenges proposed to students in the form of problems from the reading performed. The works were developed in groups and presented to class and to researcher teacher. The data collection carried out on research to effectuate analyzes was done through records - photographic, audiovisual and notes on researcher's logbook - from the students' production during group interactions to propose solutions to the proposed problems. Among the results found there is evidence that the environment built by the teacher, offered opportunities for students to organize, explore, connect their thoughts, new knowledge and build multiple perspectives and meanings on the same subject in focus, in this case the mathematical knowledge related to numbers, problems involving the four operations, measures and monetary system, as well as it stimulated students to perform readings and interpret the proposed problems both individually and collectively, and through dialogue and interaction participated on their learning, mediated by knowledge offered by the children's literature.