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The teaching of geometry in the initial years of elementary school: pedagogical implications of Historical-Cultural Theory

Abstract

The present research project will deal with the discussion about the limits and possibilities of teaching Geometry for children in the initial years of elementary education as well as the pedagogical implications of historical-cultural theory for the development of this action. It aims to discuss how to insert geometric activities in the early years of elementary school, analyzing the implications for teaching practice and the development of children. Part of what is possible assumption explore playful banter and activities in the early elementary school years that may favor the development of geometric thinking. It is considered that the semiotic function is that, strictly speaking, enables thought, that is, the development of mental representations is associated with internalization of semiotic representations initiated by the mother tongue. The theoretical framework lies within the broad arc of symbolic relations posed by the cultural historical theory. Therefore seek to establish relationships between the pedagogical practices developed, the formative processes and curriculum guidelines for mathematics education in the early years of elementary school. The research methodology involves analysis of the literature on the subject, document analysis, interviews with elementary school teachers and classroom observations. The data collected will be categorized, organized, described and analyzed from the perspective of the pedagogical implications of the historical-cultural theory and interfaces that can be established regarding the appropriation of mathematical knowledge, in particular with regard to the formation of basic geometry concepts as literacy component. (AU)