A LITERATURA INFANTIL NO ENSINO DE MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

This article was dedicated to analyzing the mediation of children's literature for the teaching of Mathematics in the early years of elementary school. It aims, in general, to analyze how children's literature interferes in the teaching-learning process of children in the early years of Elementary School. Specifically, we aim to: identify the social role of literature; to characterize how literature is articulated with the different disciplines of the early years of elementary school, to point out works that permeate the teaching of mathematical content in the early years of elementary school and to relate the use of literature to the learning of mathematical content in the early years of elementary school. It analyzed how children's literature helps in the teaching and learning of Mathematics, mainly in solving problems and basic operations for everyday activities. The research is characterized as qualitative, exploratory of the bibliographic type. We used as a basis a survey of articles that addressed the researched topic. It was found that many works of children's literature contribute to the learning of mathematics and improve the rates of educational attainment, in the context of Elementary School, as reported in the results and data analysis of this research. We hope that this work can influence teachers on how a differentiated methodology contributes and can facilitate the teaching-learning process of mathematics.