Modelagem matemática na educação infantil: possíveis potencialidades

Abstract

This work addresses possible potentialities of Mathematical Modeling in Early Childhood Education from the perspective of Mathematical Education. The guiding question of the investigation is: What are the potentialities of Modeling in Mathematics Education with children aged 4 and 5 years? Thus, we delimit the general objective, which is: Identify and verify from the data of the practices developed, possible potentialities of modeling in Mathematics Education with 4-year-old children. Through the general objective, we delimit the specific ones: Identify what forms of modeling enable the formation of children in Early Childhood Education and relate the practices with the modeling carried out with and the Common National Curricular Base. In this investigation, we opted for a qualitative methodology, using as references: Bogdan and Biklen (1994), André (2001), and in the design, we used action-research using Tripp (2005) as a reference. In the methodological references referring to Early Childhood Education, Ariés (2014), Kuhlmam (2010) and Kramer (2007) were used. In the references on mathematical modeling, used in the conception of Burak (1992,2004) and Burak and Klüber (2008), referring to Mathematics in Early Childhood Education, Lorenzato (2011) was used. The treatment of the data follows the analysis of categories by Bogdan and Biklen (1994). The results were partially achieved, using the following data collection instruments: analysis and interpretation of images, drawings, children's statements during the development of the activities. With the research, it is concluded that the modeling contributes to the children's learning once, that she is a participant in the construction of her learning, with the realization of the practices it was possible to work through mathematical as well as interdisciplinary concepts and notions. Modeling is an important teaching methodology that allows children in Early Childhood Education to become protagonists in learning.