O ensino de matemática e o desenvolvimento do pensamento numérico na alfabetização

Abstract

This paper presents some considerations about the teaching of mathematics and the development of numerical thinking in literacy, involving the aspects related to mathematical thinking in the learning process of the child, trying to solve the following question: how to develop the understanding of Mathematical elements in everyday situations? For this work we some authors will be quoted such as Colello and Leite (2010), Adair and Passos (2018), Mizukami (2004) Mendes (2001), Paiva (2017), Rodrigues (2017), Santos and Oliveira and Oliveira (2017). They were used in the references and methodological approach. The main aim is to work on the mathematical aspects to understand how numeracy practices take effect, by involving in the school context, the recognition of the quantities and use of numerical thinking from everyday situations. Based on a research of qualitative approach, in a subjective way which intend intends to expose the facts, learnings and obtained results through action research. Since the method of analysis as well the presentation of the practice was developed in the school context through narrative, taking into account the process of mathematical literacy, and how the numbering practices can be significantly involved in the school context for the process of teaching. The importance of practices being correlated to the child's daily life and in the area of mathematical knowledge. Throughout this process the aim was to provide students knowledge and learning in context of the proposition of numbering practices. The results contributed to a new view on the constitution of pedagogical knowledge for mathematics teaching, in significantly way in the process of education with: the use of mathematics linked to everyday practices, operational mathematical elements, the importance of mathematical literacy with learning in autonomy development, creating strategies to build numerical knowledge and quantities and how to communicate mathematically.