A matemática na educação infantil

Abstract

This study aimed to analyze how teachers of early childhood education develop their pedagogical practices with respect to learning experiences geared to the concept of mathematics at daycare classes. It constituted further specific objectives to investigate how teachers belong mathematics in their daily planning; figure out how to be effective in practice the teaching of mathematical concepts and also identify the working conditions and what tools or materials are used in the practice of teachers in relation to the teaching of mathematics. The theoretical basis of this research took place in the light of some scholars who argue about the inclusion of Mathematics in Early Childhood Education universe and how it is embedded in many activities of daily school life of children, as the wheels of conversations in children's stories, in plays and games and its relationship with art. The research had a qualitative approach, using characteristics of a comparative case study between a public and private institution another, as a methodological procedure. Data collection strategies were the observation activity room and application of semi-structured interviews. As research subjects were surveyed a teacher in each institutions. The data collected in this study we can conclude that mathematical concepts are being worked not only in times for the classes that area, but are included in other pedagogical activities. Despite some difficulties that teachers face, such as lack of toys, teaching materials, textbooks, textbooks, among others, they try to do a job that enter these mathematical knowledge. However, we realize that there are still traditional practices, misconceptions, discouraging activities, lack of jokes and little interaction of children in the proposed activities.