Abstracts Mathematics

A matemática na/da educação infantil: um estado da arte das publicações brasileiras

by Raquel Soares dos Santos

Abstract: This research seeks to investigate and understand what is the mathematical knowledge and which are the pedagogical practices that contemplate it in the spaces of Early Childhood Education, evidenced in the production of research and practices in Mathematics Education. For this, a State of the Art of the research and practices socialized in accessible means of publication on the internet was developed in the period from 2009 to 2019. The sources selected for the data production were: Annals of Events that promote spaces for socialization in the axes of Training of Teachers who Teach Mathematics and Mathematics Education in Childhood, Google Scholar; CAPES Thesis and Dissertation Database; CAPES Periodical Portal. The corpus was defined at 55 papers, after exclusion processes with defined criteria. The analyses of the studies that constituted the research corpus were carried out through the classification of the found papers and the subsequent systematization of the information, carried out with the aid of the Atlas.ti software, which made it possible to encode the most recurrent information, according to our research objectives.Initially, we analyzed the general and physical aspects of the productions, with emphasis on the information that contemplates, above all, the mathematical fields developed and the pedagogical practices carried out in Early Childhood Education institutions. From the basis and contrast with the field literature, the analysis of the corpus, supported the dialogue with the emerging categories, which were analyzed and discussed with the purpose of disposing our perceptions and reflections on the possibilities in promoting experiences with Mathematics Education in Early Childhood and pedagogical practices with Mathematics that have been developed in Early Childhood Education, according to the indications of the analyzed papers. We identified a tendency to privilege mathematical knowledge with limitations to the Field of Numbers instead of other fields indicated by the literature, as well as the recurrence in the methodological choices that use Games and Play as pedagogical practices that develop mathematical knowledge with children. These two emerging categories constituted our investigation's focus and analysis with which we sought to provide subsidies for the expansion in the organization of initial and continuing education courses for teachers of Early Childhood Education.