Percepções de professoras sobre o uso de jogo no ensino e na aprendizagem de matemática na educação infantil

Abstract

The present work “Continuous training of teachers for Early Childhood Education through games in the teaching and learning of Mathematics” had the general objective of developing a training course that can identify and analyze the perceptions of teachers about the signs of learning of children when they teach Mathematics through games in Early Childhood Education. A literature review was then carried out, in which we sought to identify the way in which the theme has been addressed in scientific research. Therefore, we sought to answer the problematization that boils down to: What are the perceptions of teachers who work in Early Childhood Education regarding the use of games in teaching mathematical notions in the CMEIs of Jataí? To answer this question, a course was offered for the training of teachers in Early Childhood Education, in which studies and possibilities for teaching Mathematics content and/or mathematical notions with young children were developed. The general objective of the study was to develop a training course that can identify and analyze teachers' perceptions of children's learning signs when they teach Mathematics through games in Early Childhood Education. This is a research with a qualitative approach, which had as its target audience teachers who teach children in the early years of childhood (1 year and 7 months to 3 years and 11 months), who work in the Municipal Early Childhood Education network of Jataí - Goiás. The theoretical foundation was supported by important authors in the area such as: Grando (1995; 2000; 2004), Kishimoto (2011), Lorenzato (2011), Smole (2003), Pimenta (2000, 2005; 2006), among others. It constituted the Educational Product, a continuing education course, with the purpose of helping Early Childhood Education professionals who work with very young children, through suggestions for activities involving games as a tool to develop children's mathematical skills.