Mathematics teaching-learning in early childhood Education: an overview of recent studies

• Autor(a) principal: Kresh, Eduarda Furlani
• Data de Publicação: 2021
• Outros Autores: Scheller, Morgana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Sergipana de Matemática e Educação Matemática
• Texto Completo: https://seer.ufs.br/index.php/ReviSe/article/view/14025

Brazilian studies about teaching-learning of (notions) mathematics (s) in Early Childhood are about. It contributes to the knowledge of what has been produced on the theme, the implications for mathematical education and contributions for the teacher who works in this school stage. For this, a research with a qualitative approach was carried out using the procedures of Mapping in Educational Research. The data were constituted by means of a survey of recent national productions related to the theme in open access repositories. For the analysis, the following categories were considered: a) the context; b) the objectives; c) the procedures for the constitution and analysis of data; d) the mathematical notions explored and basic theories; e) literacy / mathematical notions and pedagogical processes; f) the main results and contributions. The results expand the discussions held in the area and, from them, it was understood that recent Brazilian studies focus on the child and the teacher, mainly emphasize the teaching of geometry and arithmetic, from a socio-interactionist and constructivist basis. Finally, multipurpose teacher training is widely discussed when referring to specific areas of knowledge, requiring further research on the initial and continuing training of early childhood teachers.