Mathematical Modeling in early Childhood Education: a lived experience

Abstract

Early Childhood Education is the first stage of Basic Education and is considered fundamental for the child's cognitive, affective, social and physical development. Mathematical Modeling, from the point of view of Mathematics Education, presents itself as a pedagogical practice capable of enabling this development. This article aims to describe the contributions of Mathematical Modeling in the development of children in a Pre I class, between 4 and 5 years old. Ten children from a public school participated. The data were obtained through observations, photos and filming. The analysis was performed based on the collected data. Describes how the practices were implemented and the necessary changes that occurred in their stages when developed in a class of Pre I. The results show the contributions of this pedagogical practice to the development of children, making them more participatory, autonomous and emphasizing the importance of dialogue and the interaction between them.

Keywords

• learning
• early childhood education
• modeling in mathematics education