A literatura infantil no ensino de matemática : uma análise de um dispositivo didático no desenvolvimento de competências argumentativas.

Abstract

This research presents a teaching proposal that provides argumentative practice in mathematics classes in an interactional way. The objective was to analyze children's literature as a didactic device in teaching mathematics to promote the development of argumentative competence in the early years. In this sense, the following research question arises: to what extent does the use of children's literature, linked to mathematics teaching, favor the development of argumentative competence in early years students? To answer this question, we developed, applied and analyzed a mathematics teaching proposition and used a model based on the theoretical framework of argumentation contemplated in this research (Grácio (2009, 2010, 2011, 2019), Nunes (2011), Perelman and Olbrechts -Tyteca (2005) and Fiorin (2020), with an emphasis on the ideas of Grácio and Nunes). Furthermore, we carried out a study on children's literature based mainly on the concepts of Abramovich (1997), Cademartori (2010), Smole, Cândido and Stancanelli (1998). The methodological approach used was qualitative. We used the participant observation method and the instruments for creating information for the research were the field diary and audio and video recordings. The activity for analysis was carried out with students in the 2nd year of Elementary School, from a municipal public school located in Belém-PA. The results obtained, based on the teaching proposition and the analyzes carried out with the help of the model proposed in this research, revealed that the use of children's literature promoted interaction in the classroom, favored the understanding of the concept of time measurements and provided an environment qualified by the presence of argumentative practice in mathematics. The argumentative skills acquired by the students during the teaching process were fundamental in helping them in situations that required autonomy to express their opinion, defend their argument, create a counter-speech, respect the other's speech and make conjectures when faced with a problem. The research revealed an analytical model design that made it possible to create situations for the development of argumentative competence.