O DESENVOLVIMENTO DO CONCEITO DE NÚMERO NA ALFABETIZAÇÃO

Abstract

Mathematics is a science that aims to represent reality through knowledge and mathematical tools that allow interpreting and creating meanings to what is studied for practice, developing mathematical reasoning together with other areas to solve real problems, participate in society and interfere in it critically, dynamically and consciously, through the formation of competent citizens. The skills to read, write, communicate, calculate, reason and solve real problems are highly demanded in today's society. However, not all students are able to develop these skills in the appropriate period for their age group or school level. This work has as general objective to seek, study, understand and report the conceptual bases for reflection considering the theoretical conceptions in the understanding of learning and development of the concept of number. In this aspect, it addresses the work of Piaget (1948) and authors who rely heavily on his ideas, aiming to understand how important this subject is and how it still seems new, even after so many studies. The concept of number to be developed by children is certainly one of the most elementary in literacy, as this concept, in addition to being the most elementary, is also complex and contributes to the structuring of the entire study in the field of mathematics. Thus, this work investigated in a bibliographical way how authors approach this issue, also starting from the question: what is number? How this concept is apprehended, learned, understood and developed according to researchers in the area. For that, we used theorists such as: Kamii (1986), Nogueira (2011), Soares (2004), among others. Therefore, the choice of the subject is of great relevance for the formation of the future pedagogue, because to literate in mathematics, the teacher needs to know and know mainly how the concept of number occurs, as it is necessary to know what and how to teach your concept.