Analysis of learning paths developed with 4-year-old children: contributions from the articulation between poetry and mathematics

Abstract

Contact with mathematics arises from early childhood, so in the context of preschool education, it makes sense to think about providing learning experiences that encourage the exploration of mathematical situations and reflection on them. Poetry for children, embracing different forms and themes, allows bridges to be established with mathematics, providing motivating and contextualized learning experiences. This article presents the results of a qualitative study in which poems written by Portuguese poets are mobilized - Para baixo e para cima (Pina, 1974), Ovo (Mésseder, 2016) and Formiguinha descalça (Araújo, 1988), as well as the respective learning paths, constructed and developed with 4-year-old children. Finally, some of the contributions of articulation with poetry to the promotion of mathematical skills in the context of preschool education are highlighted.

Elementary mathematics education; Interdisciplinarity; Poetry in childhood