O conceito de número em crianças do 1º ano do ensino fundamental mediante avaliação diagnóstica de competência numérica

Abstract

The construction of number concept in children's rooms first grade of elementary school is a long and complex process. Requires a literacy teacher's investigative approach, since these children are developing reading and writing of signs. This paper presents a brief reflection on the evaluation practice of the diagnosis of numerical competence, with the authors with a theoretical approach on the construction of the Piagetian concept of number. The objective is to observe the concepts that children have about the number on the stage of concrete operations, from a screenplay by the diagnosis of numerical competence, as well as analyze the contributions of the diagnosis of numerical competence about the concept of number. This is a research qualitative case study with children enrolled in 1st grade of elementary school and aged between 6 and 7 years. By analyzing each step in the diagnosis of numerical competence, it is concluded that through challenging situations the teacher can help build progressive writing and meaning of the number for the child.