O uso de dobraduras como recurso didático para a construção do conhecimento lógico-matemático no contexto da educação infantil.

Abstract

The research developed in this course completion paper sought to investigate the paper folding (origami) as a teaching resource in the construction of logical-mathematical knowledge in the context of early childhood education, especially with children aged four years to five years and eleven months of age, as a support in the teaching of mathematics concerning the main basic geometric figures, namely: the triangle, rectangle, rhombus, square and circle. The selected class had the criterion of being in the final phase of Kindergarten and in transition to Primary School, an aspect that contributes to the work with folding (origami), considering that, at this school stage, children are more mature in relation to logical-mathematical knowledge. To carry out this research, a methodological proposal was developed based on the sequence of activities using concrete materials, according to the National Curriculum Guidelines for Early Childhood Education (DNCEI), considering the structuring axes of teaching practices and the general skills of Basic Education proposed by the Common National Curriculum Base (BNCC). During the experimental intervention, activities such as the use of folding (origami)were proposed always highlighting concepts related to geometric figures and mathematics with respect to curriculum content. In the results and discussion, we present the skills that can be developed with the use of folding (origami)during the experimental interventions. In the considerations, we address the importance of adopting paper folding (origami) as an activity and how this technique can benefit the teaching-learning process as a didactic summary for the construction of logical-mathematical knowledge.