Notação matemática nos anos iniciais do ensino fundamental

Abstract

This work allows for the thinking that mathematical notation is made present in our entire lives, and for this reason there has been a necessity to search for further knowledge related to the process of literacy in Mathematics – teaching and learning process of the mathematical language, in the first years of elementary school, discussing how to offer an adequate environment for the flourishing of mathematical reasoning, and, introducing little by little the mathematical notation. Besides defining mathematical notation, the profile of children from six to ten years of age and the learning expectancies, of mathematical concepts proposed by this age range were outlined in the common curricular national basis (CCNB), as well as the MEEY (mathematical education in the early years) – teaching material used at school units of the State of São Paulo. In addition, there was a concern in looking at investment on training courses for literacy teachers, thus emerging a brief analysis of the NPLRA (national plan for literacy at the right age). Furthermore, a discussion on methodology in mathematics in order to develop competences referring to solving problems of daily life contexts, showing some teaching resources which help children exercise aspects of critical and participative citizenship, such as games and ludic teaching materials was offered. To conclude, the promotion of psychogenetic research on the development of mathematical notation in children from six to ten years of age has been regarded as relevant.