A educação infantil como um espaço de experiências matemáticas.

Abstract

The teaching of mathematics should not only begin in elementary school, as this discipline is not just a matter of memorizing content. In this sense, we present the results of a research that aims to understand in what terms the activities developed in the 2nd period of Early Childhood Education can trigger the construction of basic mathematical notions of mathematical concepts, which had the collaboration of a teacher and with his class of students, children of 5 years of a Municipal Children's Educational Center, in the city of Parintins. This study used the Leontiv Theory to understand how the activities in which the mathematical notions are constituted. The research methodology adopted is qualitative, with contributions from ethnography. In order to construct the data, the interview, the observation and the photographic record were used, as well as the study of the RCNEI and the Municipal Pedagogical Curriculum Proposal to know the present orientations for the teaching of Mathematics in Early Childhood Education. The results point out that the activities developed within the classroom, socialization and interaction, awaken mathematical notions, but they need to be worked more effectively in Early Childhood Education, so that they can serve, in fact, as a basis for mathematical knowledge which will be built in other stages of schooling.