A matemática nos anos iniciais do ensino fundamental: material concreto como possibilidade de construção da aprendizagem significativa

Abstract

This work aims to analyze the use of concrete material as a possibility to construct meaningful learning in the teaching of Mathematics in the Early Years of Elementary School. We sought to identify the contributions of concrete materials as mediators in the construction of mathematical meanings and concepts by students. The methodology of the research was constituted with a qualitative and exploratory and descriptive approach. It is a case study that began with the bibliographic survey in database, internet and periodicals. The data collection was subsidized with semistructure interview and the use of questionnaires with teachers and students of the 5th grade of elementary school in a municipal public school in São Luís - MA. As a theoretical reference, we used the ideas of Ausubel (1968), Lorenzato (2006), D'Ambrósio (1986), Kishimoto (2009), among others. The results of this research demonstrated the importance of the diversified use of didactic resources so that Mathematics classes become more dynamic and attractive to students, so that in planning and carrying out the pedagogical practice, teachers work the mathematical contents articulated to everyday life, thus contributing to the construction of meaningful learning for students in the early years of Elementary School. In this perspective, it is understood that the use of concrete material contributes to the construction of mathematical knowledge when the teacher mediates from a critical and reflexive pedagogical praxis will develop with students the autonomy to solve problems