CONTRIBUTIONS OF ACADEMIC PRODUCTION TO MATHEMATICS TEACHING AND LEARNING IN THE EARLY YEARS OF ELEMENTARY SCHOOL

• Autor(a) principal: Bruxel, Carla Maria Leidemer
• Data de Publicação: 2022
• Outros Autores: Dalberto, Jéssica Puhl, Bianchi, Vidica, Araújo, Maria Cristina Pansera de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13723
• topic: Child; Mediation; Mathematical concepts; Problem solving; Niño; Mediación; Conceptos matemáticos; Solución de problemas; Criança; Mediação; Conceitos matemáticos; Resolução de problemas

Mathematics is present in various contexts of the child, therefore, the understanding of its concepts and relationships with everyday life needs to be developed, from the early years of Elementary School. This study aims to analyze the contributions of academic productions to the process of teaching and learning mathematics in the early years of elementary school. The nature of this research is qualitative and the data collection was carried out in the Brazilian Digital Library of Theses and Dissertations using the descriptors: “mathematics” and “initial years”. Data organization follows the assumptions of Discursive Textual Analysis (MORAES; GALIAZZI, 2016). The research corpus consisted of 16 works organized in inductively created categories, as follows: a) Organization of the process b) Dialogic mediation c) Problem solving. The reflections raised from the categories dialogue with the assumptions of the historical-cultural conception. The results reveal that the appropriation of mathematical concepts and the development of abilities to calculate, compare and solve problems involve several superior mental processes. The process of teaching and learning mathematics is complex and requires constant intermediation from the teacher. The activities that involve solving problems provide the expansion of knowledge and autonomy of the child.