A literatura infantil como estratégia de aprendizagem no ensino de matemática: 2º ano do ensino fundamental I

Abstract

The present study has as its object of study the problem: What are the contributions that a didactic sequence, based on the assumptions of the use of Children's Literature in the Teaching of Mathematics, can bring to learning in the 2nd year of Elementary School? The research has a qualitative nature, of the applied type, developed in 2018 in two classes of the 2nd year of Elementary School, in a private school in the municipality of Ponta Grossa, Paraná. The data collection procedures were the application records and the material produced by the students. The research methodology was based on Moreira and Caleffe (2008), Chizzotti (2003), Marconi and Lakatos (2006) and Bardin (1994). The theoretical framework was built in dialogue with the following authors of teacher education and the interdisciplinary teaching of mathematics: Schulman (1986), Davis and Krajcik (2005), Curi (2005), Curi (2004), Brazil ( 2017, 2012,1996, 1997), Santos et al. (2007), Drouet (1995), Vasconcellos (2008), Fazenda (1998). The theoretical foundation on Children's Literature and mathematical learning was supported by: Smole (1996, 2000), Farias (2006), Saraiva (2001), Smole and Diniz (2001), Abramovich (1994), Campos and Montoito (2010). A Didactic Sequence (SD) was developed based on the theoretical framework, containing the following contents: a) measuring the ingredients of the modeling clay recipe; b) collection, organization, construction and reading of graphs based on the number of animals present in the history book; c) building a market to work with the Brazilian monetary system; d) resumption of the book, using illustrations that represent mathematics in our daily lives. During the application of the Didactic Sequence, it was possible to perceive the students' interest and motivation to carry out the activities, contributing to the learning of the contents covered. It is concluded that Children's Literature and Mathematics is one of the possibilities that the teacher of Elementary School I has for the development of the teaching and learning processes of the curricular contents of Mathematics, involving students in the construction of knowledge. For this reason, it is believed that the research developed may be relevant for elementary school teachers, as well as researchers in the field.