Initial training of functional reasoning in early Childhood Education

Detalhes bibliográficos
Autor(a) principal: Vieira, Fabiana Santos
Data de Publicação: 2021
Outros Autores: Magina, Sandra Maria Pinto, Luna, Ana Virginia Almeida
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/2831
Resumo: This article aims to discuss the feasibility of using four activities aimed at children in Early Childhood Education - EI - (4 and 5 years). It is a proposal for pedagogical action in order to contribute to the development of functional reasoning in early childhood education. It is understood that the first stage of basic education is important to provide children with initial contact with different forms of languages. The didactic-methodological procedures reported in the article promote a discussion of the possibilities present in the four activities. These, inserted in the context of the pattern in sequence, are presented through two different settings: paper and pencil and manipulative material. The a priori analysis of the activities considers three stages: description of the activities, expectation with the activity and the pedagogical action of the teacher. The article hopes to contribute to new visions and pedagogical strategies in the early introduction of functional reasoning. In this sense, it is expected to expand the discussions about Early Algebra, in general, and functional reasoning, in particular, for Early Childhood Education, a topic still very little discussed in Brazil, especially at this level of basic education.
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spelling Initial training of functional reasoning in early Childhood EducationFormación inicial de razonamiento funcional en Educación InfantilFormação inicial do raciocínio funcional na Educação InfantilEarly AlgebraProposta PedagógicaEducação InfantilRelação FuncionalEarly AlgebraPedagogical ProposalChildhood EducationFunctional RelationshipÁlgebra TempranaPropuesta PedagógicaPreescolarRelación FuncionalThis article aims to discuss the feasibility of using four activities aimed at children in Early Childhood Education - EI - (4 and 5 years). It is a proposal for pedagogical action in order to contribute to the development of functional reasoning in early childhood education. It is understood that the first stage of basic education is important to provide children with initial contact with different forms of languages. The didactic-methodological procedures reported in the article promote a discussion of the possibilities present in the four activities. These, inserted in the context of the pattern in sequence, are presented through two different settings: paper and pencil and manipulative material. The a priori analysis of the activities considers three stages: description of the activities, expectation with the activity and the pedagogical action of the teacher. The article hopes to contribute to new visions and pedagogical strategies in the early introduction of functional reasoning. In this sense, it is expected to expand the discussions about Early Algebra, in general, and functional reasoning, in particular, for Early Childhood Education, a topic still very little discussed in Brazil, especially at this level of basic education.Este artículo tiene como objetivo discutir la viabilidad de utilizar cuatro actividades dirigidas a los niños en educación infantil - EI - (4 y 5 años). Es una propuesta de acción pedagógica con el fin de contribuir al desarrollo del razonamiento funcional en la educación de la primera infancia. Se entiende que la primera etapa de la educación básica es importante para proporcionar a los niños el contacto inicial con diferentes formas de idiomas. Los procedimientos didáctico-metodológicos reportados en el artículo promueven un debate sobre las posibilidades presentes en las cuatro actividades. Estos, insertados en el contexto del patrón en secuencia, se presentan a través de dos configuraciones diferentes: papel y lápiz y material manipulador. El análisis a priori de las actividades tiene en cuenta tres etapas: descripción de las actividades, expectativa con la actividad y la acción pedagógica del profesor. El artículo espera contribuir a nuevas visiones y estrategias pedagógicas en la introducción temprana del razonamiento funcional. En este sentido, se espera que amplíe las discusiones sobre el álgebra temprana, en general, y el razonamiento funcional, en particular, para la Educación Infantil Temprana, un tema que todavía se discute muy poco en Brasil, especialmente en este nivel de educación básica.O presente artigo tem por objetivo discutir a viabilidade do uso de quatro atividades pedagógicas voltadas para crianças da Educação Infantil – EI - (4 e 5 anos). Trata-se de uma proposta de ação pedagógica com o intuito de contribuir para o desenvolvimento do raciocínio funcional na Educação Infantil. Entende-se que a Educação Infantil, como primeira etapa da Educação Básica, precisa proporcionar às crianças contatos inicial com as diferentes formas de linguagens e o raciocínio funcional é uma delas. Os procedimentos didático-metodológicos relatados no estudo promovem uma discussão das possibilidades presentes em quatro atividades, as quais foram inseridas no contexto do padrão em sequência e são apresentadas por meio de dois settings diferentes: papel e lápis e material manipulativo. A análise a priori das atividades considera três etapas: descrição das atividades, expectativa com a atividade e ação pedagógica do professor. Espera-se contribuir para a construção de novas visões e estratégias pedagógicas na introdução precoce do raciocínio funcional. Nessa direção, espera-se ampliar as discussões sobre a Early Algebra, em geral, e o raciocínio funcional, em particular, para a Educação Infantil, tema ainda muito pouco discutido no Brasil, em especial nesse nível da Educação Básica.Editora Cruzeiro do Sul2021-06-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/283110.26843/rencima.v12n3a36Revista de Ensino de Ciências e Matemática; v. 12 n. 3 (2021): abr./jun.; 1-202179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2831/1654https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2831/1572https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessVieira, Fabiana SantosMagina, Sandra Maria PintoLuna, Ana Virginia Almeida2023-04-21T22:27:22Zoai:ojs.pkp.sfu.ca:article/2831Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T22:27:22Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Initial training of functional reasoning in early Childhood Education
Formación inicial de razonamiento funcional en Educación Infantil
Formação inicial do raciocínio funcional na Educação Infantil
title Initial training of functional reasoning in early Childhood Education
spellingShingle Initial training of functional reasoning in early Childhood Education
Vieira, Fabiana Santos
Early Algebra
Proposta Pedagógica
Educação Infantil
Relação Funcional
Early Algebra
Pedagogical Proposal
Childhood Education
Functional Relationship
Álgebra Temprana
Propuesta Pedagógica
Preescolar
Relación Funcional
title_short Initial training of functional reasoning in early Childhood Education
title_full Initial training of functional reasoning in early Childhood Education
title_fullStr Initial training of functional reasoning in early Childhood Education
title_full_unstemmed Initial training of functional reasoning in early Childhood Education
title_sort Initial training of functional reasoning in early Childhood Education
author Vieira, Fabiana Santos
author_facet Vieira, Fabiana Santos
Magina, Sandra Maria Pinto
Luna, Ana Virginia Almeida
author_role author
author2 Magina, Sandra Maria Pinto
Luna, Ana Virginia Almeida
author2_role author
author
dc.contributor.author.fl_str_mv Vieira, Fabiana Santos
Magina, Sandra Maria Pinto
Luna, Ana Virginia Almeida
dc.subject.por.fl_str_mv Early Algebra
Proposta Pedagógica
Educação Infantil
Relação Funcional
Early Algebra
Pedagogical Proposal
Childhood Education
Functional Relationship
Álgebra Temprana
Propuesta Pedagógica
Preescolar
Relación Funcional
topic Early Algebra
Proposta Pedagógica
Educação Infantil
Relação Funcional
Early Algebra
Pedagogical Proposal
Childhood Education
Functional Relationship
Álgebra Temprana
Propuesta Pedagógica
Preescolar
Relación Funcional
description This article aims to discuss the feasibility of using four activities aimed at children in Early Childhood Education - EI - (4 and 5 years). It is a proposal for pedagogical action in order to contribute to the development of functional reasoning in early childhood education. It is understood that the first stage of basic education is important to provide children with initial contact with different forms of languages. The didactic-methodological procedures reported in the article promote a discussion of the possibilities present in the four activities. These, inserted in the context of the pattern in sequence, are presented through two different settings: paper and pencil and manipulative material. The a priori analysis of the activities considers three stages: description of the activities, expectation with the activity and the pedagogical action of the teacher. The article hopes to contribute to new visions and pedagogical strategies in the early introduction of functional reasoning. In this sense, it is expected to expand the discussions about Early Algebra, in general, and functional reasoning, in particular, for Early Childhood Education, a topic still very little discussed in Brazil, especially at this level of basic education.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2831
10.26843/rencima.v12n3a36
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2831
identifier_str_mv 10.26843/rencima.v12n3a36
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2831/1654
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2831/1572
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 12 n. 3 (2021): abr./jun.; 1-20
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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