A manifestação das tipologias de conteúdos em práticas na Educação Infantil com modelagem matemática na perspectiva da educação matemática

Abstract

This research focuses on the potential factors that are linked to the manifestation of the types of content present in mathematical modeling practices with children in Early Childhood Education. The problem that guided this research is: How do content typologies manifest themselves in mathematical modeling practices in an Early Childhood Education class with children aged 4 and 5? The general objective of this research is to analyze the manifestations of content typologies that come into play in mathematical modeling practices in Early Childhood Education. The specific objectives of the research are: a) Identify mathematical content present during an intervention with mathematical modeling; b) Highlight the uses and manifestations of mathematical content produced during an intervention with Mathematical Modeling in Early Childhood Education; c) Point out the limits and potential of Mathematical Modeling in the process of constructing mathematical content in Early Childhood Education. The base theoretical framework that makes up this research consists of Burak's Mathematical Modeling (2010; 2014). For the theoretical framework on the issues of Childhood, Early Childhood Education and the teaching of Mathematics in Early Childhood Education, the works of Rolim were used; Guerra and Tassigny (2008), Savieli et al (2011), Kishimoto (2014) and Smole (2000). The research methodology was based on action research, with the ideas of Thiollent (2003) and Nunes and Infante (1996). The action was developed with children aged 4 to 5 from a municipal early childhood education school in a city in the interior of the state of Paraná. To analyze data from practices with mathematical modeling, we used Bardin's (1997) data analysis from the perspective of content typologies proposed by Zaballa (1992). The results presented demonstrate that the content typologies came into play in mathematical modeling practices, demonstrating a breadth of mathematical knowledge developed in childhood.