O uso dos materiais concretos como recurso metodológico para o ensino da matemática nos anos iniciais do ensino fundamental

Abstract

This study investigates the use of concrete materials as a methodological resource for teaching mathematics in the early years of elementary school, through a research that has a qualitative, descriptive and exploratory approach. Taking into account the objective in question, we sought to know the conceptions that teachers in the early grades of elementary school have about the teaching of mathematics, to identify whether they use manipulable methodological resources for this teaching and what these materials are, and to observe the contributions that these materials exert for the learning of students in the early years of elementary school. Five elementary school teachers, graduated in pedagogy, participated in the study. For the analysis, the results were grouped into three categories, according to the frequency of responses, which are: (1) Concepts of teaching mathematics; (2) Use of concrete materials; and, (3) Contributions of concrete materials to learning. Observing the frequency of the teachers' responses, the study showed that when teachers present objects that can be manipulated by students, they contribute to learning with more meaning, as they can perceive a greater involvement of children. Therefore, the use of concrete materials should be encouraged in the teaching of Mathematics, as the activities carried out through these objects promote children's participation and development, considering that students interact, exchange experiences and expand their knowledge through these exchanges.