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A matemática no brincar heurístico: uma pesquisa em creche
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Abstract(s)
Este trabalho visa i) identificar ações das crianças/ideias matemáticas no brincar heurístico de 10 crianças
com idades compreendidas entre os 13 e os 24 meses em contexto de creche e ii) refletir sobre o papel do
adulto-educador e do brincar heurístico na emergência de ideias matemáticas nos primeiros anos. Adotando
uma abordagem qualitativa, de natureza interpretativa e de índole exploratória, este estudo sustentou-se
na observação através do registo videográfico. Os resultados identificaram ações das crianças (fazer) que
revelaram ideias matemáticas (saber) ao nível das formas, posições, direção e distância. Neste processo
de aprendizagem que é o brincar heurístico, o adulto-educador observou e escutou as crianças, modelou
comportamentos e deu informação sobre a localização dos objetos, acompanhando -as nas suas
brincadeiras livres. Estas evidências levam-nos a inferir o brincar heurístico como uma proposta de
exploração potenciadora da emergência de ideias matemáticas e a refletir sobre a importância do adultoeducador na educação matemática nos primeiros anos.
This work aim s to i) identify children's actions/mathematical ideas in the heuristic play of 10 children aged between 13 and 24 months in a day care context and ii) reflect on the role of the adult -educator and heuristic play in the emergence of mathematical ideas in the early years. Adopting a qualitative, interpretative and exploratory approach, this study was based on observation through videographic recording. The results identified children's actions (doing) that reveal mathematical ideas (knowing) in term s of shapes, positions, direction and distance. In this learning process which is heuristic play, the adult educator observed and listened to the children, modeled behaviors and provided information about the location of objects, accompanying them in their free play. These evidence leads us to infer the heuristic play as a proposal for exploration that enhances the emergence of mathematical ideas and to reflect on the importance of the adult-educator in mathematics education in the early years.
This work aim s to i) identify children's actions/mathematical ideas in the heuristic play of 10 children aged between 13 and 24 months in a day care context and ii) reflect on the role of the adult -educator and heuristic play in the emergence of mathematical ideas in the early years. Adopting a qualitative, interpretative and exploratory approach, this study was based on observation through videographic recording. The results identified children's actions (doing) that reveal mathematical ideas (knowing) in term s of shapes, positions, direction and distance. In this learning process which is heuristic play, the adult educator observed and listened to the children, modeled behaviors and provided information about the location of objects, accompanying them in their free play. These evidence leads us to infer the heuristic play as a proposal for exploration that enhances the emergence of mathematical ideas and to reflect on the importance of the adult-educator in mathematics education in the early years.
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Keywords
Brincar heurístico Creche Educação Matemática Matemática Mathematics Mathematics education Day Care Heuristic play
Citation
Publisher
Centro de Ciências da Educação UFSC