RETHINKING THE TEACHING-LEARNING-ASSESSMENT METHODOLOGY OF MATHEMATICS THROUGH PROBLEM SOLVING FOR PRACTICES IN EARLY CHILDHOOD EDUCATION

Abstract

This article aims to structure an adaptation of the stages of the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving for practices to be carried out with children in Early Childhood Education and to analyze them through an activity developed in preschool. It is a qualitative research study, characterized as action research, and is part of a project developed within the scope of a Professional Master’s Degree, conducted with 26 children. The instruments used for data collection included the teacher-researcher’s field diary, audio recordings of the children’s dialogues, and their written records. The study sought to analyze whether the stages described for the development of mathematical problem-solving practices in Early Childhood Education enabled the effective resolution of the problem and the understanding of the mathematical relationships involved. The analysis of the activity, based on the described stages, helped guide the development of the practice and led the children to reflect on both the context and the mathematical concepts explored.