THE MATHEMATICS OF CHILDREN'S STORIES: A LOOK AT THE PRODUCTION OF THE TEACHERS OF THE EARLY YEARS

Abstract

The aim of this paper is to discuss possible connections between children's stories and mathematics from the productions of teachers in the context of the continuous formation provided by Pacto Nacional pela Alfabetizacao na Idade Certa (PNAIC). The purpose of the study was to identify in the structures of the works whether the intention was to connect history with mathematics, if mathematics was presented only as a prop, or if the history itself was elaborated as a pretext to explore mathematical contents. Twenty-two children's stories were analyzed. By the interpretive analysis of the stories we perceive books: (1) without history, where tasks and/or problem situations prevail. (2) with history and which contained tasks and/or problem situations involving mathematical contents that the teacher could use; (3) in which the content to be taught prevails, history is understood as history-pretext and; (4) with history in which history prevails, the book is organized in a literary way and has the characteristics of children's stories. We verified the existence of fragile, intermediate and strong connections in the teachers' productions. We conclude that the process of creating plot and characters, combined with mathematical knowledge, is not a simple task. Being a reader of children's stories does not mean that there is knowledge of the elements necessary for the creation of one. It is up to the proposal of continuous formation to present the process of creating children's stories and discuss their characteristics.