Appropriation of mathematical concepts in Pre-school

• Autor(a) principal: Miranda, Maria Auristela Barbosa Alves de
• Data de Publicação: 2020
• Outros Autores: Sá, Antônio Villar Marques de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação Matemática Debate
• Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/2817
• topic: Campos de experiências; Conceitos matemáticos; Currículo da Educação Infantil; Educação Infantil; Teoria Histórico-Cultural; Fields of experience; Mathematical concepts; Curriculum of Early Childhood Education; Child education; Cultural-Historical approach

This article aims to analyze the process of appropriating mathematical concepts in Pre-school. Based on the Cultural-Historical approach, it present here a theoretical overview of our object and the analysis of two episodes experienced in ongoing PhD research it used as instruments conversational dynamics and participant observation of interactions in a day of a Pre-school Institution. The subjects of study were a teacher and ten five-year-old children. We concluded that: 1) children are in the process of appropriating mathematical concepts and experience them, but do not have the information that those are mathematical concepts; 2) the teacher’s role in presenting the concepts is fundamental, since the appropriation of culture takes place in social relations; 3) the process of appropriation of mathematical culture is not done in classes, but based on the fields of experience proposed by Base Nacional Comum Curricular (BNCC).