Experimenting an educational proposal for the functional learning of natural numbers in Early Childhood Education

Abstract

This proposal for the learning of counting was carried out in a classroom of students aged four, with the goal of going beyond standard teaching techniques used in kindergarten classrooms for the learning of mathematics. Following the Theory of Didactic Situations and the Anthropological Theory of Didactics, the teacher is merely an expositor of tasks to do, and the students must seek optimal mathematical techniques and verify their successes and failures, so not hindered their development of mathematical thinking. We started with dynamic and attractive games for children that encourage them to use different mathematical techniques from counting to the use of written messages between peers. In this way, students learn to use numbers in a functional way and applicable to their daily lives.