A LITERATURA INFANTIL ABORDANDO O ENSINO DE MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

This study deals with the analysis of literary works with a focus on using them as pedagogical tools in elementary school math classes in a playful way, understanding that this can facilitate the process of understanding students about the concepts studied. Therefore, it is necessary to use the Common National Curriculum Base (2017) to understand the principles and pedagogical guidelines that guide the practices of professionals in this stage of basic education. As a methodological path, we opted for a qualitative investigation under the bias of bibliographical and document research, relating the contributions of children's literature in the teaching of mathematics, supported by authors such as Cagneeti (1996), Mortatti (2001), Smole (1999) and others. The studies carried out indicate that the use of the analyzed works greatly contributes to the construction of mathematical concepts for students because, in addition to the easy-to-understand language, they contextualize the student's daily life, making it possible to transform concrete knowledge into abstract, assisting in logical thinking, mental calculation, and others.