Brincar, explorar e aprender: o ensino da matemática na educação infantil

Abstract

This article aims to analyze the contributions of two playful didactic sequences to the development of initial mathematical notions in Early Childhood Education, based on an experience report developed in a Municipal Early Childhood Education Center in São Miguel dos Campos, Alagoas, Brazil, with a Preschool IV class composed of 16 four-year-old children enrolled in full-time education. The experience was carried out within the context of initial teacher education in Pedagogy and the authors’ work as teaching assistants. Grounded in the National Common Curricular Base (BNCC), the National Curriculum Guidelines for Early Childhood Education (DCNEI), and authors who discuss playfulness, teacher mediation, teacher education, and Mathematics teaching in childhood, the study analyzes activities involving counting, number-quantity correspondence, part-whole relationships, patterns, regularities, geometric shapes, and small problem-solving situations. The results showed advances in participation, logical reasoning, fine motor coordination, and the construction of mathematical notions by the children, indicating that playful, concrete, and mediated proposals favor meaningful learning in Early Childhood Education.