O ensino da matemática nos anos iniciais do ensino fundamental: práticas pedagógicas

Abstract

In our understanding we have to assume and apply the Mathematics with enjoyment, helping students to create meaning and stimulating an interest to learn it and to develop the teaching and learning process. In this perspective, the National Education Law (LDB, No. 9.394 / 96), the National Curricular Parameters (PCN, 1997) and the National Curriculum Framework for Early Childhood Education (RCNEI, 1998) guarantee the use of playfulness in the teaching- learning process. For Mota and Andrade (2017), using playfulness as a teaching strategy allows children to get in touch with reality in a natural way, thus allowing learning. In this way, this research aim to analyze the application of Mathematics Teaching by teachers of the Elementary School in a regional school situated in João Pessoa – Paraiba. Methods such as data collecting observation and structured interview with the Elementary School teachers were employed to reach the goals proposed in this research. After the data collecting observation in the first grade class of the Elementary School and its teachers, it was also performed a critical analysis. In the same class, teachers do have not only a posture of knowledge transmitting, but also a facilitating approach as well as identification and appreciation of the built knowledge by the students. It is possible to verify by means of interviews with the teachers the adoption of teaching strategies of which involve contextualization, play activities and a rescue of the everyday life of the students according to official documents.