Please use this identifier to cite or link to this item: http://repositorio.unicamp.br/jspui/handle/REPOSIP/324098
Full metadata record
DC FieldValueLanguage
dc.contributor.CRUESPUNIVERSIDADE DE ESTADUAL DE CAMPINASpt_BR
dc.typeArtigopt_BR
dc.titleExperiences Situating Mathematical Problem Solving At The Core Of Early Childhood Classroomsen
dc.contributor.authorLopes C.E.pt_BR
dc.contributor.authorGrando R.C.pt_BR
dc.contributor.authorD’Ambrosio B.S.pt_BR
unicamp.author.externalUniversidade Cruzeiro do Sul, Av. Gessy Lever, 915/383, Valinhos, SP, Brazilpt_BR
unicamp.author.externalUniversidade Federal de São Carlos, Rua Vicenzo Trevisan 257, Itatiba, SP, Brazilpt_BR
unicamp.author.externalDepartment of Mathematics, Miami University of Ohio, 123 Bachelor Hall, Oxford, OH, United Statespt_BR
dc.subjectCurriculumen
dc.subjectEarly Childhood Educationen
dc.subjectMathematics Educationen
dc.subjectProblem Solvingen
dc.description.abstractOur goal in this article is to discuss the importance of problems in early childhood education for the child’s development and engagement with the mathematics existing in childhood culture. Our assumption is that an important task for young children’s education is to create a democratic and critical environment, in which multiplicity of perspectives is celebrated, along with diversity of concepts and practices, with movement between imaginary and real worlds. In light of this, the goal of this article is to defend a perspective for curriculum and for the role of the mathematics educator, promoting the learning of mathematics through problem solving in early childhood years. In order to discuss and illustrate this perspective we describe the pedagogical practices of two teachers who teach 4- and 5-years-olds, who create for their students an environment rich in problem solving and investigations. In both classrooms, all children individually succeeded in sharing their unique solutions and new knowledge constructed as a result of their inquiries. The experience provides evidence that problem solving affords children the opportunity to raise conjectures, to discuss possibilities and to draw conclusions, even if partial ones, that are then vetted by the group as the authors share their solutions. In this way, the work with problem solving nurtures cooperative learning and promotes the exploration of a diversity of ideas. © 2016, Springer Science+Business Media New York.en
dc.relation.ispartofEarly Childhood Education Journalpt_BR
dc.publisherSpringer Netherlandspt_BR
dc.date.issued2017pt_BR
dc.identifier.citationEarly Childhood Education Journal. Springer Netherlands, v. 45, n. 2, p. 251 - 259, 2017.pt_BR
dc.language.isoEnglishpt_BR
dc.description.volume45pt_BR
dc.description.issuenumber2pt_BR
dc.description.firstpage251pt_BR
dc.description.lastpage259pt_BR
dc.rightsabertopt_BR
dc.sourceScopuspt_BR
dc.identifier.issn1082-3301pt_BR
dc.identifier.doi10.1007/s10643-016-0775-0pt_BR
dc.identifier.urlhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84958245683&doi=10.1007%2fs10643-016-0775-0&partnerID=40&md5=ef650d9adc0854d8dedf235e3de17118pt_BR
dc.date.available2017-08-17T19:17:34Z-
dc.date.accessioned2017-08-17T19:17:34Z-
dc.description.provenanceMade available in DSpace on 2017-08-17T19:17:34Z (GMT). No. of bitstreams: 1 2-s2.0-84958245683.pdf: 386534 bytes, checksum: d31e835a3aae4ecf17be97b7d868fd87 (MD5) Previous issue date: 2017en
dc.identifier.urihttp://repositorio.unicamp.br/jspui/handle/REPOSIP/324098-
dc.identifier.idScopus2-s2.0-84958245683pt_BR
Appears in Collections:Unicamp - Artigos e Outros Documentos

Files in This Item:
File SizeFormat 
2-s2.0-84958245683.pdf377.47 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.