Navegando por Autor "GIACOMELLI, Camila Porto"

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    Ensinar e aprender o conceito de número nos anos iniciais: o clube de matemática
    (2019) LOPES, Anemari Roesler Luersen Vieira; GOLIN, Ana Luiza; GIACOMELLI, Camila Porto; KLEIN, Maiara Luisa
    This article aims to analyze possibilities and challenges of teaching and learning mathematics in the early years from the perspective of the Mathematics Club. The Mathematics Club is a project developed by undergraduate and postgraduate students of the Federal University of Santa Maria(UFSM)in Santa Maria (RS) city public schools, with students from the early years of elementary school. As a theoretical basis, this work is based on the Historical-Cultural Theory proposed by Vigostki and, more specifically, on the Activity Theory presented by Leontiev and the Guiding Activity of Teaching by Moura. These assumptions allow us to understand that knowledge is historically and socially elaborated by human been, and mathematics is the product of this movement and its appropriation is relevant to the insertion of the subject in the social environment. Among the actions developed in this space, this article presents a teaching unit that aimed at introducing knowledge related to the concept of number, more specifically the one-to-one correspondence, together with a first year class, composed of twenty-four students that had not yet developed elementary aspects of literacy. The development of the actions took place through two virtual stories, based on the perspectiveof the Teaching Guiding Activity. As a result, when looking at the teaching and learning of mathematics in the early years, from the perspective of spaces such as the Mathematics Club -which aims at the interaction between the learning of future teachersand students of Basic Education -we can point out as challenges: the insertion of future teachers in a public elementary school that presents difficulties in relation to students' learning possibilities; the development of actions with students in the initial phase of schooling; the development of a proposal that initially did not achieve the expected learning goal. And as possibilities, our investigation leads us to highlight: the importance of interaction with the regentteacher; attention to the students' stage of development; intentionality in the organization of education; and the adoption of appropriate sensory material for students.