CHILDREN'S LITERATURE AND MATHEMATICS: EXPERIENCE IN CONSTRUCTING AND APPLYING A CHILDREN'S STORYBOOK

Abstract

Mathematics is present in the daily lives of children, long before entering school, becoming essential to the development of social practices and understanding of reality, so their knowledge is fundamental and indispensable in formal education. Nevertheless, this teaching still bears marks of traditional and decontextualized methods contributing to a negative view by students who find it difficult to understand. In this sense and based on research on the subject, we present the articulation between children's literature and mathematics as an alternative to changes in this reality. Thus, the present work aims to investigate how the students of the 4rd grade of elementary school, in a context of teaching and learning mathematics with children's literature, relate to the contents. This is a qualitative study, and adopts field and exploratory research as types of research and observation and field journaling as its instruments for data collection. To support the research we have the theoretical contributions of: Santos (2018), Santos and Lima (2016), Costa (2015), Souza and Oliveira (2010) among others, as well as notes from the Common National Curriculum Base - BNCC (2017) and official documents from the Ministry of Education and Culture - MEC. The results show that the practice of this teaching presents challenges to be overcome such as the different levels of student learning, the lack of attention and interest in knowledge and the lack of time to deepen content, however, the use of children's literature in a The context of teaching and learning mathematics in elementary school can contribute to a dynamic, playful, attractive, pleasant and meaningful process for students' learning.