A Contação de Histórias e a aprendizagem das quatro operações da matemática em turmas de 5º ano

Abstract

This research was carried out with twelve 5th grade elementary school teachers, from the municipal school system in Jataí - GO. Its general objective was to analyze the contributions of Storytelling to the learning of the four fundamental operations of Mathematics in 5th grade classes of the Municipal Education Network of Jataí and as specific objectives, to understand the principles and foundations of Storytelling and to analyze in what ways, this practice can help in learning the four mathematical operations, getting to know the experience of (the) teachers (s) with Storytelling to identify training needs. And also, analyze the effects of this practice developed with (the) teachers.This is a qualitative research, in which the questionnaire was used as a data collection instrument, via Google Forms, due to the pandemic situation and the need for social isolation. Most of the research was developed remotely, following the health safety protocols imposed in 2020 and 2021. In the search for an answer to the problem question - What are the contributions of Storytelling to the teaching of the four fundamental operations of mathematics in 5th grade classes?- readings were carried out, nationally and internationally, on affectivity and mathematical learning, principles and foundations that guide Storytelling and methodologies for learning the four mathematical operations from Storytelling. As an educational product, a mini course for teacher training was developed, in which the principles and foundations of Storytelling were addressed, including the choice of the repertory and its approach to the subject of mathematics. The results indicate that (the) teachers (the) tell stories in their daily practice, but not all (them) have theoretical and methodological support capable of converting this affective interaction of Storytelling into mathematical learning. Finally, it was conceived that the school institution is the best social environment for the formation of knowledge and that there is an intrinsic relationship between Storytelling, affective student development and mathematical learning.