A importância dos blocos lógicos na construção da percepção matemática da criança da educação infantil

Abstract

This end-of-course work was organized based on theoretical studies related to the use of logic blocks as a didactic resource in the process of building the mathematical perception of children in Early Childhood Education. We chose to investigate the possible contributions of logic blocks to meaningful learning of mathematical perception. In this way, we used a theoretical framework that presents a consistent study by the authors Lorenzato (2018), Dienes (1975) and Simons (2011), who dialog with the theme of working with mathematics, through the application of games and activities. To carry out this research, some mathematical games were applied, which favored the understanding of mathematical concepts and the children's logical reasoning. In addition, some suggestions for games were proposed, with possibilities for application in the school environment. The methodology was qualitative, using the hypothetical deductive method, the technical procedure of action research and the observation technique. Finally, we analyzed the observations of the activities carried out with the kindergarten children. The results of this intervention showed that the games and activities with logic blocks in math classes were effective for the students, since, as well as providing meaningful learning, these manipulable resources contributed to socialization, participation and interaction between the students, fostered by group work. Keywords: Mathematical games, logic blocks, mathematical perception, teaching and learning.