Apontamentos sobre a construção do sentido de número e o processo de transição para o ensino fundamental nos documentos oficiais de ensino de matemática

Abstract

ABSTRACT: Mathematical literacy depends on the significant formation of mathematical notions in the early years of elementary school to build mathematical knowledge. The initial mathematical ideas are formed in Early Childhood Education when the child begins to develop the sense of number in a playful way through activities that allow him to experience cognitive mobilizations such as serialization and classification. This phase is fundamental to build the arithmetic bases that will support the learning of basic mathematical operations during the initial years of Elementary School. At this stage of schooling, the sense of number goes through a conservation phase and consolidates itself as a pillar of numbering that is externalized in social practices in which mathematical knowledge is applied. These are the everyday situations that require the articulation and management of mathematical knowledge to solve problems with the use of reflective abstraction that is essential for the operationalization of logical-mathematical structures. Thus, this article aims to discuss the process of building the sense of number and its relevance in the transition process in Basic Education. To this end, we carried out a documentary and bibliographic analysis that includes the Common National Base Curriculum and the Curricular Guidelines for Early Childhood Education in the Municipality of Maceió and the theoretical assumptions of Piaget and Constance Kamii that dialogue about the process of building the sense of number and its relevance to numbering in the 1st year of elementary school. The study intends to build a starting point for future studies on numeracy in the early years and the development of arithmetic thinking.

KEYWORDS: Sense of number, Transition, Basic Education.