ESELX/IPL-CIED/2018/A31 | A estruturação no pensamento matemático

Promoting the ability to think mathematically is an important curriculum objective in the early years. To develop this capacity, teaching work focused on mathematical structuring is essential (Mulligan, 2013). This project aims to understand the role of structuring in the development of children's mathematical thinking from pre-school education to the end of the 2nd Cycle of Basic Education. The focus on mathematical structuring is related to the nature of the tasks to be proposed to children but also to the teachers' practices in implementing these tasks. Therefore, this project mobilizes current knowledge about the teacher's work, especially with regard to the planning and management of teaching units that support students' learning paths, paying particular attention to the discursive interactions that occur in the classroom. In this way, the project's intention is to articulate, in a clear and sustained way, knowledge about how students develop their mathematical thinking with knowledge about teacher practices that favor this learning. The project, organized into 3 Tasks, is based on a careful methodological design, using qualitative analyses. Teaching experiences will be developed in Kindergartens and 1st and 2nd Cycle schools in which the sequences of tasks designed by the team will be implemented. Interviews will be carried out with teachers, classroom observations and work meetings of collaborative teams of teachers/researchers. Documents of a diverse nature will also be collected, associated with the productions of children, teachers and researchers.