THE MOVEMENT OF TEACHER'S SENSES ABOUT LUDIC: IMPLICATIONS FOR MATHEMATICS EDUCATION PRACTICES IN EARLY CHILDHOOD EDUCATION

Detalhes bibliográficos
Autor(a) principal: Andrade, Juliana
Data de Publicação: 2021
Outros Autores: Moretti, Vanessa
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.
id UFS-6_c84ca292abdf012924398e1f0a596ceb
oai_identifier_str oai:ojs.seer.ufs.br:article/16009
network_acronym_str UFS-6
network_name_str Revista Sergipana de Matemática e Educação Matemática
repository_id_str
spelling 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
_version_ 1754644461172817920