Initial training of functional reasoning in early Childhood Education
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
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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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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