Modelagem Matemática na Educação Infantil: pressupostos de uma pesquisa de revisão sistemática

Abstract

The present research emphasizes the possible elements referring to the development and formation of the child's world, considering the practice with Mathematical Modeling in the Early School Years. The guiding question of this research is: What is shown of the development and formation of the child's world, present in the details of the practices with Mathematical Modeling from a systematic review? Its general objective is: To examine, from the systematic review, the elements that contribute to the development and formation of the child's world, present in the details of the practices of Mathematical Modeling in the Early School Years. Being delimited as specific objectives: Identify the research published, as theses, dissertations, articles and book chapters that discuss the practices with Mathematical Modeling with children in the Early School Years; point out the possible elements present in the details of the practices with Mathematical Modeling in the Early School Years with the conception of Burak (1992, 2004, 2010, 2014) that contribute to the development and formation of the child's world. In this research, a systematic review was conducted, based on the qualitative perspective according to Bogdan and Biklen (1994). The theoretical framework referring to Modeling in Mathematics Education was based on Higginson (1980), Burak and Klüber (2008) and Burak (1992, 2004, 2010, 2014). For the theoretical framework about children, childhood and the Early School Years, the works of Corsaro (2011), Oliveira (2010), Souza (2008), BNCC (2018) and RPC (2020) were consulted. The discussion and data analysis of the practices with Mathematical Modeling, developed in the Early School Years, took place from the selection of bibliographies with the conception of Burak (1992, 2004, 2010,2014). It is concluded that the descriptions of the details present in the practices with Mathematical Modeling, considered the children's curiosity and interests regarding a theme, promoting interaction with peers, the development and formation of the children's world.