O cotidiano e a linguagem matemática na educação infantil: relato de experiência do estágio supervisionado

Abstract

Mathematical literacy in early childhood is essential for the holistic development of children. In this regard, this article aims to analyze how everyday life contributes to the construction of mathematical literacy in Early Childhood Education, based on experiences developed during a Supervised Internship. The research is characterized as qualitative, with a descriptive and interpretative approach, grounded in experience reports developed in a municipal public Early Childhood Education institution in Maceió, Alagoas, with five-year-old children. The study articulates theoretical frameworks and normative documents that highlight the importance of interactions, play, and meaningful experiences for the development of mathematical thinking. The analyzed reports involved activities using non-structured materials and a supermarket simulation, enabling the exploration of concepts related to counting, comparison, classification, measurement, and problem solving. The results show the presence of mathematics in children’s everyday life and the importance of teacher mediation in expanding learning. It is concluded that everyday life constitutes an important pedagogical resource for the development of mathematical literacy in a playful, contextualized, and meaningful way.