As linguagens da criança: a corporeidade e a ludicidade na construção dos conceitos numéricos iniciais pela criança

Abstract

This paper permeated interdisciplinary practices possible and meaningful when working art and mathematics through experiences with small children in the class A PRE exercise in my teaching in kindergarten having as their basis ideas, interactions, needs, raising hypotheses and problem solving. You can enable a child to construction of mathematical thought through experiences with art, taking into account their interests and needs? The project was to meet the theoretical assumptions that underlie a pedagogical concepts that values the child's spontaneous, highlighting the role of the teacher as a mediator of the teaching-learning process, allowing the construction of early mathematical concepts through the use of a space-time enables the imaginative games, role playing games and activities corporal and artistic expression. The theoretical basis of this study built along the Specialization Course in Teaching in Early Childhood Education aims to develop mathematical thinking and artistic actions in children through challenging problem solving, interpretation, understanding and relationship with the environment. To foster a discussion with the authors of research that are references to early childhood education as Derdik (2010), Cunha (2011), Richter (2004), Smole (2000), Vygotsky (2009), among others. The paper will show that it is possible and meaningful work art and mathematics through experiences with small children having as basis the ideas, interactions, needs and characteristics of the group.