PROBLEM SOLVING WITH MATHEMATICAL CONCEPTS IN EARLY CHILDHOOD EDUCATION

Abstract

This article aims to analyze the pedagogical practices developed by Pedagogy undergraduate students. It focuses on how they use Problem Solving as a methodology to enhance the learning of mathematical concepts in Early Childhood Education. The research was conducted with students participating in the Pedagogy Residency Program, who worked in a partner early childhood education school in the municipality of Ilhéus, in Bahia. Data was obtained through questionnaires, transcripts of meeting audio, an interview, and the researcher’s field diary. The results indicate that the residents’ confidence and assertiveness in the classroom were linked to the collaborative environment for planning activities using Problem Solving. This fostered a sense of security, even when facing unexpected situations. The methodology also allowed for adjustments based on the children’s developmental stage, which encouraged their active participation during the introduction of mathematical concepts.