Grocery stores as social practice in Early Childhood Education: problematizations on how children use Mathematics language daily

• Autor(a) principal: Pozzobon, Marta Cristina Cezar
• Data de Publicação: 2021
• Outros Autores: Andriguetto, Carla Renatti, Moraes, João Carlos Pereira de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2767
• topic: Educação Infantil; Linguagem Matemática; Mercado; Early Childhood Education; Mathematics language; Grocery store; Educación Infantil; Lenguaje Matemático; Mercado

This paper analyzes an interfering pedagogical sequence developed with a group of Early Childhood Education from a public school in inland Rio Grande do Sul. The objective is to analyze the daily uses of mathematical language by children through the social practices involved in grocery stores. The research was carried out with a group of four-year-old children and elaborated in five moments, namely: (1) Conversation circle; (2) Exploration of the store corner; (3) Buying and selling games; (4) Scanning bar codes; (5) Operating the calculator. As a data collection instrument, filming and a field diary were used. From the transcriptions obtained by the aforementioned instruments, data analysis was performed, prioritizing the descriptive-analytical process of the interactions that occurred in the intervention. The analyzes indicate that children interacted, playing with their colleagues, exploring materials and objects, using their previous knowledge, the so-called non-school knowledge, which involved the mathematical language. In this sense, the sharing of mathematical meanings used at home and those at school produce children's approaches to mathematical language.