Abstract

MADRUGA, Zulma Elizabete de Freitas; GALLON, Mônica da Silva  and  SILVA, Carla Melo da. Perceptions about preliminary knowledge in the years initial and possible pathways. Rev. Exitus [online]. 2017, vol.7, n.3, pp.146-171.  Epub May 21, 2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2017v7n3id352.

This article aims to analyze how a group of Pedagogy students in the distance education modality of a private University of the South of Brazil understands the previous knowledge in Mathematics in the initial years, and possible strategies for its mapping. The research was based on 83 responses to a questionnaire proposed in an online forum in a course of the course. The testimonies were voluntary, without any type of evaluation. In the case of a qualitative research, the Discursive Textual Analysis was carried out, resulting in two emerging categories, namely: valorization of previous knowledge and use of games and other concrete materials as facilitators of learning. The investigation pointed out the importance of the diagnosis to identify pre-existing mathematical knowledge in children, the relevance of the teacher to reflect on what the diagnosis points to and about their classroom practice, so that in this process of reflection action, contemplate the Students' learning needs. The results also suggest the use of games and concrete materials as facilitators of learning and in the construction of the diagnosis.

Keywords : Mathematical Education; Early Years; Previous knowledge.

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