Entre poemas e problemas: o ensino da matemática dos anos iniciais e sua interface com a língua materna

Abstract

One of the big challenges for the teaching and learning process is to organize this process in an interdisciplinary way, avoinding, whenever necessary and possible, the fragmentation of education. Think mathematics teaching in an interdisciplinary way requires, first, reflect on the formation of the teacher who teaches mathematics in the early years of schooling and the pedagogical didactic conditions that are made possible in their daily routine at school. In the way, this research aims to investigate to propose an interdisciplinary didactic organization built from a textual genre poem, from de perspective of improving the mathematical and linguist literacy process of students in the literacy cycle (2nd grade of elementary school). Thus, the research context was a class of the 2nd year of elementary school of a school of the municipal network of São Francisco do Pará. In addition to the research, the class teacher and students participated in the study. The insertion in the research space, the organization of the didactic sequence and the development of the practices occurred during the second semester of 2018. The research methodology is structured in a qualitative approach of the participant research type. The research was based on the theory of didactic sequences for mother tongue teaching and on the perspective of interdisciplinary mathematics teaching. For the construction of information were used photographic records of activities performed by students. The didactic sequence was organized in an interdisciplinary perspective with the text as the integrative link of the proposed activities. As a result of the research, an educational product was organized with theoretical and methodological orientations on mathematics teaching from the perspective of interdisciplinary and an interdisciplinary didactic sequence for students of the 2nd grade elementary school.