A literatura infantil como recurso metodológico para o ensino e aprendizagem da matemática nos anos iniciais da educação fundamental.

Abstract

This research has as main objective to analyze the relationship between children's literature and the teaching of mathematics in the early years of elementary education and specific objectives: to identify how the teacher uses children's literature in mathematics education; check whether the contents of children's stories establish a relationship with the teaching of mathematics, and understand if there are changes in teacher practice guidance from the relationship to work and child mathematics literature. Discussions about teaching mathematics began in the postwar period, when it expanded the industrial revolution, to the extent that society would industrializing, was also expanding the need to improve the teaching of mathematics. Develop interest and the habit of reading is an ongoing process that starts early, at home, perfected in school and continues throughout life. Martins (2007, p. 16) states that "reading is not just reading words," but should make understanding the spoken word, in context. Therefore it is necessary to understand the sociocultural context in which a message is effectively linked and assign meaning to what the child reads. Importantly, the teaching of mathematics in connection with children's literature, provides students with a taste for learning this discipline and more, arouses interest in learning. The child learns when he finds meaning in what he is taught. Participated in the study, a teacher and his students in a class of 3rd grade of elementary school in a private school in the city of Cajazeiras. The survey data were collected from a list of classroom observation, in which the teacher worked with the book "The problems of Gorgonzola family" Eva Furnari. Data were analyzed qualitatively. And procedures for data collection were accomplished in the period November-December 2013 The results were obtained from analyzes of categories such as - the relationship pupil / content, teacher / student, student / student, teacher / knowledge. Thus, it was possible to identify a strong relationship between children's literature and mathematics, demonstrated by the mobilization of students for a pleasurable and meaningful learning considering their involvement in trying to solve the problems posed by the aforementioned book. The activities encouraged us to approach mathematics as an area of knowledge that enables us to question, hypotheses, learning new concepts and refine concepts already learned. This methodological practice gives teachers, not only to think about the math from a new look, but pursue different possibilities for integration of mathematical content.