Notes on Math Learning In Kindergarden

• Autor(a) principal: Vieira Selva, Ana Coelho
• Data de Publicação: 2012
• Outros Autores: Brandão, Ana Carolina Perrusi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17308
• topic: Pré-escola; Resolução de problemas; Desenvolvimento infantil; Kindergarden; Numerical problem-solving; Child development

This study analyses the role of different representations used in subtraction problem solving by children from4 to 6 years old. The sample consisted of 96 children ranging from kindergarden to first grade levels. They were divided in 4groups according to the type of tool available to help children in doing their calculations: 1 - concrete material; 2 - pencil/paper; 3 - no tools; 4 - concrete material and pencil/paper. An ANOVA was run over this sample. The results showed that onlyeducational level significantly influenced calculation performance. Older children had better performance than the others. Inall groups, even those with available calculation material, children preferred to use their fingers for calculation. The mainstrategies were: modelling, counting up and counting down operations and numerical facts. Based on the results we analysethe importance of using different tools in pre-schools mathematical education that could allow children to have a widerunderstanding of mathematical concepts.