THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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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/16009 |
Resumo: | The article presents part of a master's research that investigated the relationship of personal senses, of five teachers in Early Childhood Education and early years of Elementary School, on ludic activities and Mathematical Education practices in the context of continuous teacher training that problematized ludic, collectivity and organization of teaching in the light of Historical-Cultural Theory and Activity Theory. The analyzed data were collected through oral and written records of discussions, reports and the development of Triggering Situations of Learning. For the purposes of this article, we analyze the movement of the senses about the ludic of the Early Childhood Education teacher Telma. The results show that, while the analyzed process, the teacher's motives for inserting ludic elements in her mathematics education practices were impacted, which implied changes in the organization of teaching as ludicity and play come to be understood as a developmental experience and as the child's main activity. Considering the relevance of the theme of playing in childhood, the results of the research reinforce the importance of collective spaces for teacher education and the contributions of training actions anchored in Historical-Cultural Theory, as triggers to produce new ludic practices in mathematics education in Early Childhood Education. |
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THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATIONMOVIMENTO DOS SENTIDOS DE PROFESSORAS SOBRE O LÚDICO: IMPLICAÇÕES PARA AS PRÁTICAS DE EDUCAÇÃO MATEMÁTICA NA EDUCAÇÃO INFANTILThe article presents part of a master's research that investigated the relationship of personal senses, of five teachers in Early Childhood Education and early years of Elementary School, on ludic activities and Mathematical Education practices in the context of continuous teacher training that problematized ludic, collectivity and organization of teaching in the light of Historical-Cultural Theory and Activity Theory. The analyzed data were collected through oral and written records of discussions, reports and the development of Triggering Situations of Learning. For the purposes of this article, we analyze the movement of the senses about the ludic of the Early Childhood Education teacher Telma. The results show that, while the analyzed process, the teacher's motives for inserting ludic elements in her mathematics education practices were impacted, which implied changes in the organization of teaching as ludicity and play come to be understood as a developmental experience and as the child's main activity. Considering the relevance of the theme of playing in childhood, the results of the research reinforce the importance of collective spaces for teacher education and the contributions of training actions anchored in Historical-Cultural Theory, as triggers to produce new ludic practices in mathematics education in Early Childhood Education. O artigo apresenta parte de uma pesquisa de mestrado que investigou a relação dos sentidos pessoais, de cinco professoras da Educação Infantil e anos iniciais do Ensino Fundamental, sobre a ludicidade e práticas de Educação Matemática no contexto de uma formação continuada que problematizou o lúdico, a coletividade e a organização do ensino à luz da Teoria Histórico-Cultural e da Teoria da Atividade. Os dados analisados foram coletados por meio de registros orais e escritos de discussões, relatos e desenvolvimento de Situações Desencadeadoras de Aprendizagem. Para fins desse artigo, analisamos o movimento de sentido sobre ludicidade da professora de Educação Infantil Telma. Os resultados mostram que, no decorrer do processo analisado, os motivos da professora para inserir elementos lúdicos nas suas práticas de educação matemática foram impactados, o que implicou em mudanças na organização do ensino à medida que a ludicidade e o brincar passam a ser compreendidos como uma vivência desenvolvente e como a atividade principal da criança. Considerando a relevância da temática do brincar na infância, os resultados da pesquisa reforçam a importância dos espaços coletivos de formação docente e das contribuições das ações formativas ancoradas na Teoria Histórico-Cultural, como desencadeadores da produção de novas práticas lúdicas de educação matemática na Educação Infantil.Universidade Federal de Sergipe2021-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufs.br/index.php/ReviSe/article/view/1600910.34179/revisem.v6i2.16009Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 2 (2021): Educação Matemática na Educação Infantil; 107-126Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Mathematics Education in Childhood Education; 107-126Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 2 (2021): Educación Matemática en Educación Infantil; 107-126Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Educação Matemática na Educação Infantil; 107-1262525-5444reponame:Revista Sergipana de Matemática e Educação Matemáticainstname:Universidade Federal de Sergipe (UFS)instacron:UFSporhttps://seer.ufs.br/index.php/ReviSe/article/view/16009/11911Copyright (c) 2021 Juliana Andrade, Vanessa Morettihttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessAndrade, JulianaMoretti, Vanessa2021-07-08T16:49:06Zoai:ojs.seer.ufs.br:article/16009Revistahttps://seer.ufs.br/index.php/ReviSe/oai2525-54442525-5444opendoar:2021-07-08T16:49:06Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)false |
dc.title.none.fl_str_mv |
THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION MOVIMENTO DOS SENTIDOS DE PROFESSORAS SOBRE O LÚDICO: IMPLICAÇÕES PARA AS PRÁTICAS DE EDUCAÇÃO MATEMÁTICA NA EDUCAÇÃO INFANTIL |
title |
THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION |
spellingShingle |
THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION Andrade, Juliana |
title_short |
THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION |
title_full |
THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION |
title_fullStr |
THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION |
title_full_unstemmed |
THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION |
title_sort |
THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION |
author |
Andrade, Juliana |
author_facet |
Andrade, Juliana Moretti, Vanessa |
author_role |
author |
author2 |
Moretti, Vanessa |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Andrade, Juliana Moretti, Vanessa |
description |
The article presents part of a master's research that investigated the relationship of personal senses, of five teachers in Early Childhood Education and early years of Elementary School, on ludic activities and Mathematical Education practices in the context of continuous teacher training that problematized ludic, collectivity and organization of teaching in the light of Historical-Cultural Theory and Activity Theory. The analyzed data were collected through oral and written records of discussions, reports and the development of Triggering Situations of Learning. For the purposes of this article, we analyze the movement of the senses about the ludic of the Early Childhood Education teacher Telma. The results show that, while the analyzed process, the teacher's motives for inserting ludic elements in her mathematics education practices were impacted, which implied changes in the organization of teaching as ludicity and play come to be understood as a developmental experience and as the child's main activity. Considering the relevance of the theme of playing in childhood, the results of the research reinforce the importance of collective spaces for teacher education and the contributions of training actions anchored in Historical-Cultural Theory, as triggers to produce new ludic practices in mathematics education in Early Childhood Education. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-08 |
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://seer.ufs.br/index.php/ReviSe/article/view/16009 10.34179/revisem.v6i2.16009 |
url |
https://seer.ufs.br/index.php/ReviSe/article/view/16009 |
identifier_str_mv |
10.34179/revisem.v6i2.16009 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufs.br/index.php/ReviSe/article/view/16009/11911 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Juliana Andrade, Vanessa Moretti https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Juliana Andrade, Vanessa Moretti https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Sergipe |
publisher.none.fl_str_mv |
Universidade Federal de Sergipe |
dc.source.none.fl_str_mv |
Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 2 (2021): Educação Matemática na Educação Infantil; 107-126 Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Mathematics Education in Childhood Education; 107-126 Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 2 (2021): Educación Matemática en Educación Infantil; 107-126 Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 2 (2021): Educação Matemática na Educação Infantil; 107-126 2525-5444 reponame:Revista Sergipana de Matemática e Educação Matemática instname:Universidade Federal de Sergipe (UFS) instacron:UFS |
instname_str |
Universidade Federal de Sergipe (UFS) |
instacron_str |
UFS |
institution |
UFS |
reponame_str |
Revista Sergipana de Matemática e Educação Matemática |
collection |
Revista Sergipana de Matemática e Educação Matemática |
repository.name.fl_str_mv |
Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS) |
repository.mail.fl_str_mv |
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