MATHEMATICAL NOTIONS' APPROACHE IN EARLY CHILDHOOD EDUCATION: ANALYZING PERSPECTIVES OF BRAZILIAN TEACHERS

Detalhes bibliográficos
Autor(a) principal: Warken, Clara
Data de Publicação: 2022
Outros Autores: Caetano, Richael Silva, Bezerra, Renata Camacho
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4344
Resumo: 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 from questions with common objectives, proceeded to the interpretation and discussion from three groups: a) the relationship of the Early Childhood Education teacher with Mathematics; b) the mathematical notions taught and the resources and teaching materials used; c) the teacher 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 TEACHERSEL ABORDAJE DE LAS NOCIONES MATEMÁTICAS EN LA EDUCACIÓN INFANTIL: ANALIZANDO LAS PERSPECTIVAS DE LOS PROFESORES BRASILEÑOSA ABORDAGEM DAS NOÇÕES MATEMÁTICAS NA EDUCAÇÃO INFANTIL: ANALISANDO PERSPECTIVAS DE PROFESSORES BRASILEIROSinfânciacriançasconhecimentos matemáticosprática pedagógicaMatemáticachildhoodchildrenmathematical knowledgepedagogical practiceMathematicsinfancianiñosconocimientos matemáticospráctica pedagógicaMatemáticaThis 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 from questions with common objectives, proceeded to the interpretation and discussion from three groups: a) the relationship of the Early Childhood Education teacher with Mathematics; b) the mathematical notions taught and the resources and teaching materials used; c) the teacher 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.El presente artigo tiene objetivo de analizar como son trabajadas las nociones matemáticas con los niños de la Educación Infantil, en visón de profesores brasileños. El abordaje de la pesquisa es cualitativo y de carácter exploratorio, desenvolvida por medio de la aplicación de un cuestionario on-line con setenta profesores de las cinco regiones brasileñas. Las respuestas del cuestionario fueron analizadas por las preguntas que tenían objetivos comunes, procedió a la interpretación y a la discusión sobre tres grupos: a) la relación del profesor de la Educación Infantil con la Matemática; b) las nociones matemáticas abordadas por el y los recursos y materiales didácticos utilizados; y c) su práctica pedagógica. Así, con relación a los resultados, nos dimos cuenta de que las nociones matemáticas son abordadas, en la Educación Infantil, por medio de prácticas que consideran los juegos, las bromas, las experiencias, las observaciones, la manipulación de objetos, etc., como conductores de aprendizaje. En esta etapa, las particularidades de cada niño son consideradas, así como sus conocimientos previos que, con la ayuda del lúdico, estimulan su creatividad y despiertan su interés, siendo posible la construcción de conocimientos matemáticos.O presente artigo tem como objetivo 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, a partir da aplicação de um desenvolvimento on-line com setenta professores das cinco regiões brasileiras. Como comum à educação da questão matemática foi a partir de uma questão que teve como objetivo, procedidas à interpretação e à) a relação de três grupos de respostas com a) a relação do professor da Educação Infantil com a) b) conforme noções abordadas as matemáticas por ele e os recursos e materiais disponíveis utilizados; ec) a sua prática pedagógica.Assim, em relação aos resultados, notamos que abordadas como noções matemáticas, na educação infantil, a partir de práticas que envolvem os jogos, como brincadeira, como experiências, como observações, manipulação de objetos, etc., como propulsores da aprendizagem. Essa etapa, como particularidades de cada criança são levadas em consideração, assim como os seus conhecimentos que, com o auxílio do lúdico,SciELO PreprintsSciELO PreprintsSciELO Preprints2022-06-27info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/434410.1590/SciELOPreprints.4344porhttps://preprints.scielo.org/index.php/scielo/article/view/4344/8303Copyright (c) 2022 Clara Warken, Richael Silva Caetano, Renata Camacho Bezerrahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessWarken, ClaraCaetano, Richael SilvaBezerra, Renata Camachoreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-06-23T12:02:27Zoai:ops.preprints.scielo.org:preprint/4344Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-06-23T12:02:27SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv MATHEMATICAL NOTIONS' APPROACHE IN EARLY CHILDHOOD EDUCATION: ANALYZING PERSPECTIVES OF BRAZILIAN TEACHERS
EL ABORDAJE DE LAS NOCIONES MATEMÁTICAS EN LA EDUCACIÓN INFANTIL: ANALIZANDO LAS PERSPECTIVAS DE LOS PROFESORES BRASILEÑOS
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
infância
crianças
conhecimentos matemáticos
prática pedagógica
Matemática
childhood
children
mathematical knowledge
pedagogical practice
Mathematics
infancia
niños
conocimientos matemáticos
práctica pedagógica
Matemática
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
author_facet Warken, Clara
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
Caetano, Richael Silva
Bezerra, Renata Camacho
dc.subject.por.fl_str_mv infância
crianças
conhecimentos matemáticos
prática pedagógica
Matemática
childhood
children
mathematical knowledge
pedagogical practice
Mathematics
infancia
niños
conocimientos matemáticos
práctica pedagógica
Matemática
topic infância
crianças
conhecimentos matemáticos
prática pedagógica
Matemática
childhood
children
mathematical knowledge
pedagogical practice
Mathematics
infancia
niños
conocimientos matemáticos
práctica pedagógica
Matemática
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 from questions with common objectives, proceeded to the interpretation and discussion from three groups: a) the relationship of the Early Childhood Education teacher with Mathematics; b) the mathematical notions taught and the resources and teaching materials used; c) the teacher 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 2022
dc.date.none.fl_str_mv 2022-06-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/4344
10.1590/SciELOPreprints.4344
url https://preprints.scielo.org/index.php/scielo/preprint/view/4344
identifier_str_mv 10.1590/SciELOPreprints.4344
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/4344/8303
dc.rights.driver.fl_str_mv Copyright (c) 2022 Clara Warken, Richael Silva Caetano, Renata Camacho Bezerra
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Clara Warken, Richael Silva Caetano, Renata Camacho Bezerra
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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