O uso de materiais concretos matemáticos como ferramenta auxiliadora no processo cognitivo de pessoas idosas

Abstract

The present research had as main focus to analyze the impacts of the use of didactic materials in the teaching of Mathematics with elderly people in the literacy process. For a better understanding of this study, we list a series of information about official documents and theoretical references, evidencing essential approaches that involve the researched topic. In this way , we use official documents such as: the Federal Constitution - CF (1988), the Law on Guidelines and Bases of Education - LDB (BRASIL, 1996), CNE/CEB Opinion no 36/2001 (BRASIL, 2013), the Resolution CNE/CEB no 1/2002, (BRASIL, 2013),the National Curricular Parameters - PCN (BRASIL, 1997) and the main authors: Alheit and Dausien (2006), Caldart (2004), Farias and Rêgo (2016), Fernandes and Molina (2005) Munarim (2001), Oliveira (2009), Gonçalves (2009), Gadotti (2016), among others. The research methodology legitimized in this study was of the type of action research with a qualitative approach, being performed with an elderly person during the period from January to May, 2018. The action methodology was characterized by three stages: diagnosis, intervention period and verification Last. We started by applying a diagnostic activity involving the golden material with the intention of exploring the participant’s preexisting knowledge regarding mathematics knowledge. After the execution and analysis of this methodological resource, it was possible to plan a continuity of interventions that lasted from January to May of the current year. And finally, we apply a final verification activity of the assimilated knowledge of the participant. As e result, it was found that the use of activities with the use of concrete materials favored the assimilation of new knowledge involving numeration, consequently, activating memory and logical-abstract thinking in the participant. We conclude that the process of teaching and learning takes place throughout life, and that this allows the assimilation of knowledge of the subject, regardless of age. Thus, in a singular way, we consider that mathematical knowledge can favor the development of the cognition of those who have the old age, when well directed to this end.