A linguagem matemática para a compreensão de mundo na visão de uma criança dos anos iniciais do Ensino Fundamental

Abstract

Although the mathematical notions are developed by the children very early, there is a great difficulty of the school system to organize learning situations that make it possible to systematize and extend this initial knowledge. Such difficulties may be related to the lack of understanding of some particular terms of the mathematical language and the non-significant approach of concepts inserted within the social context of the children. The importance of this language is highlighted by the National Curriculum Parameters (NCP) in order to make it work in the school to make the learning of mathematics more meaningful and to foster the development of students' critical capacity. In this sense, this research intends to investigate the importance of mathematical language for the comprehension of facts present in children's daily life, from the use of usual terms that must be learned in the school context and that need a more critical interpretation. For reasons, readings were made by such theorists as Vygotsky, Klein and Brizuela. A semi-structured interview was conducted with a child in the 3rd year of elementary school and, through ratings made by her, she was able to analyze the possibility of being able to interpret and communicate data present in her reality when making use of mathematical language through the construction of tables and graphs.