A linguagem matemática na Educação Infantil: entre desafios e perspectivas

Abstract

This research has the interest to investigate the language Mathematics in Preschool education. Its justified by the importance of this knowledge for the overall training of children , because it is present in their everyday since when very small . Also justified by the current demand of the educational field on this theme, often unknown even to work in Preschool education. Features aimed at identifying and analyzing how to develop mathematical language activities with children three years old in a class of UMEI ( Municipal Unit of Preschool education ) Luxemburgo. To do so, seeks to understand how children make use of mathematical language in everyday classroom, how the various experiences in the classroom can help to develop logical reasoning math with children three years old and what strategies can facilitate the teaching of mathematical language with these children. The methodology that guided this research was based on a literature review on the topic in question, the mathematical language in kindergarten, there was also a period of observation of the field research, a classroom with children at the age of three years, and, Finally, the implementation of an intervention. For the observation record resources were used as recording videos and records in a diary, detailing the daily lives of students in UMEI. The intervention occurred with two games, which were also written and recorded in daily logs. The theoretical studies of left that helped in the understanding of the game as the best form of learning mathematics as Kamii (1991) and Smole (2000). The results indicate that play is the primary vehicle for learning mathematics in kindergarten.