Resumen

AMORIM, Gisele Mendes  y  MORETTI, Vanessa Dias. Mathematics in early childhood education: contributions of teaching guiding activity to (re) organization of teaching practice. Rev. Inter Ação [online]. 2017, vol.42, n.1, pp.194-213. ISSN 1981-1802.  https://doi.org/10.5216/ia.v42i1.41860.

This text presents a study, which investigated contributions of the concept of teaching guiding activity as a trigger of change on teaching practice in early childhood education, on the organization of teaching mathematical concepts. Theoretical framework is the historical-cultural psychology, the theory of activity and the concept of teaching guiding activity. Starting from a school context in which teachers developed mathematical activities guided only by daily and repeated situations, we developed a didactic experiment to understand the teaching learning’s movement. Results indicate the potential of the concept of teaching guiding activity as a trigger of teaching practice’s change through a new organization of mathematics teaching activities in early childhood education.

Palabras clave : Mathematics Education; Cultural-Historical Psychology; Teacher Education; Early Childhood Education.

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