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The teaching of mathematics with significance in the early years of basic education


Sueli dos Santos

The content of this work was developed by the academic Sueli dos Santos of the Pedagogy course modality Degree for the Early Years of the Open Core and Distance Education of the Institute of Education of the Federal University of Mato Grosso, to complete the area of ​​Mathematics. It is concerned with discussing how the teaching-learning process of mathematics should take place in the students of the Early Years of Basic Education with significance. Because it is important for Elementary School students to build logical-mathematical thinking in an organized manner.

Relating what they know about their social and cultural interaction with what the school teaches, besides providing basic elements for the participation of these students for life in society. Today, it is understood that a quality education is only achieved by the student if the teacher leads him to reflect on situations that surrounds him in the real world, seeking to make this student glimpse learning whether it is math or not making relationships.

Keywords: Mathematical learning with meaning.

In school, mathematics education is seen as a language capable of translating reality and establishing its differences. At school the child must engage in mathematical activities that educate him / her in which by manipulating them he / she builds learning significantly, because mathematical knowledge manifests itself as a strategy for the realization of man-made intermediaries between society and nature. .

But the construction of this knowledge by students is still far away because the practice developed by many teachers is still traditional, their practice does not lead their students to build a learning focused on the reality in which their students participate.

Criticisms about the negative results of mathematics teaching lead teachers committed to mathematics education in the early grades of elementary school to seek ways to solve these deficiencies presented by students, they seek to teach mathematics focused on the reality of students.

Unfortunately the teaching of mathematics in many schools and by many teachers is still directed to act as a disciplinary and exclusionary instrument. A large majority of teachers have as their sole objective to teach mathematics without worrying about passing on significant mathematical knowledge to the student.

However, the criticism, which arises from all sides against the various aspects and results of the teaching of mathematics, has been causing worldwide debates that lead professionals in the area to rethink their role and seek new didactic strategies. They seek mathematical activities that are really educational and not merely training in meaningless language for the student.

If the teacher can work along these lines, mathematics will be a prime tool for educating the individual socially. But still, it will be a unique instrument to work your formation. Just remember that it is one of the human activities that require the simultaneous work of the two cerebral hemispheres, as we saw in issue 1 of Reginaldo Naves de Souza Lima's First Grade Mathematical Contacts. The application of at least eighteen reasonings and the use of at least three intelligences, having a not negligible emotional background that most people are unaware of.

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Professionals who are concerned with demystifying mathematics teaching believe that it is possible to achieve these goals as long as the reality of the influences suffered by students in the mathematics classroom is taken into account. For them, in fact is the influence of at least four elements: 1st the teacher - 2nd the logical-mathematical knowledge - 3rd the environment (parents, school administration, classmates and physical space) - 4th the student.

In life, no one wants to face hardship, endure pain, or suffer undue suffering. On the other hand, things that are capable of causing real satisfaction in people do not cause them any annoyance, because in them people always discover new experiences. It is reasonable, then, to think that learning approaches that fail to satisfy people or maintain their interest will no longer bring joy and fulfillment to their lives. Thus, to lead the student to learn, it is necessary to make the object of learning pleasant and fun.

Children and young people enjoy moving, talking, asking, doodling, playing, coloring, singing, playing, and especially acting. In Mathematics Education, all of these actions that the child or youth adore become stupendous vehicles for the student to learn. For, besides satisfaction and joy, it is necessary to understand that the child or young person has to be formed to face the world before him; Unfortunately, many do not survive this confrontation.