O ensino-aprendizagem de matemática na educação infantil por meio das ferramentas digitais e estratégias didáticas em contextos pandêmicos: desafios e possibilidades de (res)significação

Abstract

The research whose object of study is teaching in Mathematics classes in Early Childhood Education, had the general objective of identifying possibilities of (re)signification, as well as the insertion of didactic strategies, including TDIC, in the teaching of mathematics in Early Childhood Education. The research unfolded in the following specific objectives: to elaborate and develop a didactic proposal for the teaching of mathematics in Early Childhood Education; and to analyze whether the proposals for didactic strategies, including TDIC for teaching mathematics in Early Childhood Education, will bring satisfactory learning to the public involved. Therefore, the research was conducted by the following guiding question: What didactic strategies including DICT can be incorporated into the teaching-learning process of mathematics in Early Childhood Education? A qualitative approach was used, concerned not only with unveiling the problem, but also with the process of thinking about possibilities for improving the teaching- learning process in Early Childhood Education. In the scenario of research with a qualitative approach, the presuppositions of action- research were used, understanding it as subsidy so that the teacher can problematize, investigate, act and propose transforming actions in their pedagogical practice. Narratives recorded in a field diary were used, listing all the pedagogical activities carried out during the evaluation of the product for further analysis of the data and systematization of the results, as well as narratives were collected with the teachers participating in the evaluation process of the educational product. It was noted how important it is to involve parents in their children's school activities and it was noticed that children feel motivated in these activities. In addition, the importance of using more accessible digital tools to carry out activities at home was verified, such as on cell phones, an opportunity in which most children used their parents' cell phones to carry them out with their support. The results indicate that the different didactic strategies including DICT contribute substantially to teaching-learning in Early Childhood Education, since the activities developed arouse joy and pleasure in children and favored their active participation in the learning process.