Cognição e aprendizagem: noção de número e aplicabilidade

Abstract

The present paper has the childhood logical-mathematical reasoning as the main theme, as well as its applicability in school scope. Through qualitative research, a project was followed in a school in the city of João Pessoa-PB, in Brazil, with 24 first- grade students. The goal was to analyse how the acquisition of logical-mathematical reasoning process takes place in childhood, up to six years-old. For that matter, we had the theoretical support and analysis of Jean Piaget’s Cognition Theory in children development and some approaches of logical-mathematical development. For a supporting analysis, the project was planned over Mathmatics, with the purpose of application in our research. The results were consolidated by the teacher’s report, who accentuates that this applicability was of great importance for those students. The methodology used searched for ludic and interdisciplinary resources for wider learning and higher class interaction. By the end of this construction, we realized the positive influence of this research project in children educational path, for they are in knowledge acquisition stage, related to concrete operation moment.