Let's hear a story? methodological possibilities for mathematical development in early childhood education

Abstract

The present work analyzed the use of Children's Stories to stimulate the development of mathematics in kindergarten, aiming to think about the methodological possibilities of reading in mathematics education as a sociocultural practice that is part of children's lives. This research can enable a discussion on the construction of the child's mathematical concept from children's stories in promoting the child's mathematical learning in a more pleasurable way through oral language, imagination, fantasy, and games. Through a dialectical reading, the methodological approaches of the research took place from a qualitative, exploratory, and documentary approach. A survey of bibliographic data related to children's literature and its relationship with mathematical development in children was carried out through materials made available by the Ilhéus Department of Education for teachers who work in preschool. The theoretical synthesis discussed the assumptions of several authors who deal with Children's Literature, storytelling, and mathematical development in Early Childhood Education. The development of this research allowed us to realize the importance of relating the reading of children's stories to the process of teaching and learning mathematics in preschool.