Comunicação/linguagem matemática e caraterísticas das crianças do 1º ciclo do ensino básico

Abstract

This work appears as the embodiment of a reflection conducted over several years of teaching practice in de 1st cycle of basic education on communication and mathematical language classroom. This paper focuses on a set of issues that crossed and crossing the teaching practice, the result of the analysis of small events, tasks and trials occurred in mathematics classroom. Since my professional experience has also benefited over the years from my participation as a trainer of teachers in practice, within the mathematical aspects related to the training of teachers are also addresses. In both strands, it verifies the concern and continued reflection on issues related to language and communication, especially mathematics. It starts with some examples of practice that promoted discussion with other colleagues teaching on how children and teachers deal and communicate mathematics in the classroom. These shares highlighted some concerns that justify the need to deepen the knowledge about this issue, identifying difficulties in mathematics associated with issues of language and communication. Wanted, well, throughout this document, explore the kind of communication that is done in the classroom. For that met a number of theories, some related to child development, the construction of other mathematical concepts and scientific, and other linked to different forms of communication, seeking to clarify the mathematical language used is appropriate to the development level of the child.

Date of Award	2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Maria Raul Xavier (Supervisor)