O numeramento na transição da educação infantil para o 1º ano do ensino fundamental: uma proposta metodológica para a construção do sentido de número

Abstract

The construction of the sense of number depends on the significant development of the mental processes studied by Piaget and Constance Kamii and that underlie arithmetical thinking. In this way, the present research aims to investigate the process of construction and conservation of the sense of number in the 1st year of Elementary School by a group of students who attended Early Childhood Education through remote teaching in the pandemic period of 2020 and how this sense of number can be re-signified by mathematical tasks aimed at mental processes that help in the development of numeracy. Therefore, the qualitative approach research characterized by a case study of participatory nature with intervention, involved the application of a methodological proposal composed of a didactic sequence and post-test for a group of students of the 1st year of Elementary School of a school in the city of Maceió (Alagoas). The didactic sequence and the post-test are made up of activities aimed at the mental processes of counting, quantification, ordering, grouping, correspondence, comparison, classification, comparison, sequencing, serialization, conservation and inclusion; for physical, social and logical-mathematical knowledge and for empirical and reflective abstractions. The results of the application of the didactic sequence revealed that the students had difficulties in relation to the mental processes of counting, quantification, correspondence, ordering, grouping, numerical sequence and conservation, thus generating impacts for the development of reflective abstraction and logical knowledge. mathematical, as well as for the structures of the additive conceptual field related to the actions of joining, adding, separating, removing present in the operations of addition and subtraction. These results stem from the 2020 pandemic period in which the Early Childhood Education stage was carried out remotely due to the suspension of face-to-face classes, with a learning gap. The students' performance improved in the activities of the didactic sequence that involved group work and concrete material, contributing to the development of physical and social knowledge and empirical abstraction. After analyzing the results of the application of the didactic sequence and considering the teaching work carried out, the post-test was carried out, noting that there was a significant improvement in the development of the mental processes of counting, quantification, correspondence, ordering, grouping, with there was still difficulty with numerical sequence and conservation of quantities, as well as in relation to the actions of the additive field (add, add, separate, remove), in which students were able to develop strategies to carry them out. We identified that there are signs of development of reflective abstraction and logical-mathematical knowledge and improvement in empirical abstraction. The research made it possible to verify that for the researched group, considering the exceptionality of the 2020 pandemic period, the construction of the sense of number and numeracy are being developed in the 1st year of Elementary School with the return of face-to-face classes, not having occurred the transition phase and development of initial mathematical ideas and their respective skills in the Early Childhood stage.