A contação e a produção de histórias literárias no ensino da Matemática: vivências no 1º ano do Ensino Fundamental

Abstract

This research proposes a dialogue between Children’s Literature and teaching Mathematics, presenting as its main research question: “which are the potentialities of storytelling and production of literary stories for the mathematical development of students from the 1st year of Elementary School?”. Our general objective is to analyze the potentialities of storytelling and production of literary stories concerning the mathematical development of students from the 1st year of Elementary School. Our specific objectives are to: i) study the potentialities of children’s literature regarding the mathematical literacy considering the already produced research in the field; ii) develop a pedagogical practice that favors mathematical experiences and literacy of students from the 1st year of Elementary School through storytelling and production of literary stories and iii) analyze how do pedagogical practices that use storytelling and production of literary stories can contribute to the construction and development of mathematical concepts in students from the 1st year of Elementary School. Our theoretical framework includes the following topics and authors: Children’s literature and the Teaching of Mathematics – Abramovick (2009), Smole, Cândido and Stancanelli (1999); Mathematical ideas and curious intertwinings – Danyluk (2015), Lorenzato (2019), Vigotski (2007), Ramos (2009), Nacarato, Mengali and Passos (2021) and Campos (2019). We have used a qualitative approach as the methodology of this work, focusing on the teaching experience. This study was developed during the school year of 2022 and the researcher responsible for it has used didactic sequences using children’s stories with a group of students from the 1st year of Elementary School, in the same class in which she is the main teacher. However, the more in-depth analysis of the data was conducted based on activities developed from stories produced by the students themselves, such as The Snail’s Birthday and Comic Books. This research has demonstrated that the articulation of Children’s Literature with the teaching of Mathematics in students from the 1st year of Elementary School provides a contextualized and meaningful learning process when developed through pedagogical practices that are well planned and mediated by the teacher.