Neurocaixa de brincadeiras: análise do desenvolvimento da inteligência lógico-matemática no ensino de números fundamentado em neurociência cognitiva

Abstract

In a classroom, one cannot disregard the diversity of students and their distinct abilities, whether in their predisposition to reading and writing, inclination for tasks that involve logical reasoning or emphasis on motor skills, among others. This reality highlights the need to understand the theory of multiple intelligences and cognitive neuroscience, since each human being has a unique brain that is different from the moment of conception. Therefore, knowledge of its fundamentals can collaborate on several fronts, for example, implementing equitable and egalitarian pedagogical practices, considering the learning difficulties faced by students, developing effective interventions aligned with the individual needs of students. The research aimed to analyze the implications of a toy, named neurocaixa, containing the thematic unit of Numbers and based on cognitive neuroscience, for the development of logical-mathematical intelligence in 1st grade elementary school students from a school in the northern region of the state of Paraná. The research methodology applied was qualitative, applied, descriptive and field. Twenty-three students from a 1st grade elementary school class participated in the data collection. The instruments used in data collection were an educational product entitled: "Cognitive Neuroscience and neuroplaybox: developing logical-mathematical intelligence", an initial diagnostic assessment, participant observation, a final diagnostic assessment and a semi- structured interview. The data collected were structured according to content analysis. The results obtained indicated that, while playing, the participants also learned and developed logical-mathematical intelligence. It was observed that the students developed the ability to identify and use mathematical knowledge to solve problems, as well as apply concepts, procedures and results to solve situations proposed in the educational product's games and interpret them in everyday contexts. In addition, it was found that the participants were able to play, learn and make deductions of properties, as well as verify conjectures based on others. These skills, expected to be consolidated at the end of elementary school, contributed to the development of logical-mathematical intelligence.