Resumen

PEREIRA, Patrícia. The form and content relationship of the conceptual nexuses of counting in online classes for children in the 1st year of Elementary School. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2024, vol.8, e2024-36.  Epub 15-Jun-2025. ISSN 2526-7647.  https://doi.org/10.14393/obv8.e2024-36.

This article stems from a doctoral research based theoretically and methodologically on the historical-dialectical materialist paradigm, whose objective was to analyze the form and content relationship of the conceptual nexuses of counting (numerical sense, one-to-one correspondence, sequence/ordering, grouping). For the construction of the information, online math classes transmitted by the Early Childhood Education and Early Years Media Center (CMSPi), during the pandemic, for children enrolled in the initial grades, of Elementary School in the State network of São Paulo, were watched and analyzed, in order to understand how and which conceptual nexuses of counting are presented, identifying the relationship form and content of these connections. The results presented showed that the online classes prioritized the form through the use of manipulable concrete materials, such as bottle caps, chips and toothpicks, with emphasis on the perceptible elements of the concept that are manifested in the colors of objects and numerical representations. The concept of counting is restricted to the indication by the children of the objects from the correspondence one by one with the little fingers and immediately, they must represent the quantities by the numerical symbols that appear in the numerical base ten.

Palabras clave : Form and content; Conceptual nexuses of counting; Online classes.

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