Situations for the learning of enumeration for children aged three

Abstract

This article narrates the development of a fundamental situation for the learning of enumeration with children aged 3 and 4. Six different adidactical situations that compose this fundamental situation have been developed in the mathematics corner. The changes introduced by the teacher in didactical variables require that students evolve in their strategies and enumerate collections in situations of increasing complexity. In the students' work has been decisive the number of objects in the collection and previous knowledge of the students regarding to directionality, acquired in their prior experiences in the initiation of literacy. This classroom experience shows how you can integrate proposals based on the Theory of Didactic Situations with corners work and project approach.