DIDACTIC ELEMENTS OF THE COGNITIVE NEUROSCIENCE, MATHEMATICS AND MUSICALITY INTERFACE, AS A TEACHING RESOURCE

• Autor(a) principal: Gomes, Herica Cambraia
• Data de Publicação: 2024
• Outros Autores: Alencar, Edvonete Souza de
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/8395
• topic: Neurocognição Matemática; Ensino do Sistema de Numeração Decimal; Planejamento e Prática Docente; Musicalidade; Musicatily; Mathematical Neurocognition; Teaching the Decimal Number System; Teaching Planning and Practice; Musicalidad; Neurocognición Matemática; Enseñanza del Sistema de Numeración Decimal; Planificación y Práctica Docente

Having basic education and teacher training in mathematics education as a research scenario, the post-doctoral internship aimed to conceptualize and identify didactic elements (musicality activities with elaboration, implementation and evaluation) as a teaching resource for the decimal number system, the from the interconnection of mathematical and musical cognitive neuroscience. The theoretical framework addressed: a) executive functions (working memory, voluntary attention, cognitive flexibility and inhibitory control); b) mathematical cognition (number concept and manipulation of operations in mental calculation/number sense, SNARC effect, numerical route); and c) teaching mediation criteria based on the concept of structural cognitive modifiability and mediated learning experience (intentionality/reciprocity, meaning, transcendence). The qualitative, descriptive methodology, with documentary analysis, allowed us to observe the teaching perspectives based on musicality activities for teaching mathematics designed, carried out and evaluated by teachers in early childhood education and the first year of elementary school, in accordance with the methodological construct called Musicality MiX Potential/Cyclic Plasticity, organized in triads arising from neuroscience and cognitive elements from mathematics. The results demonstrated immediate effects on the teaching conception of mathematical learning and consequently, relevant changes in teaching. The records showed the insertion of students' suggestions on musicality, during participation, configured as a Mediated Learning Experience, which redefined content from the BNCC (National Common Curricular Base) aligned with knowledge of cognitive mathematics milestones, in the initial phase of schooling. It is estimated that this study can contribute to the training of basic education teachers who teach mathematics, pedagogues and mathematics degree students.