Resumo

CANELLAS, Adriana Marisa  e  RASSETTO, María Josefa. Children's representations about numeric notations. Rev. Fac. Cienc. Tecnol. [online]. 2013, n.33, pp.87-101. ISSN 0121-3814.

Literate adults are used to interpret and produce numerical writings; this use does not always entail a reflection on the process of building reached by the man over the course of its history. The Written numerical system is considered to be a universal language that is daily used in explanations, communications, in heterogeneous social and individual situations. Even though children have this cultural heritage, they do not escape the cognitive construction of understanding, production and use of this writing. Formal education is a privileged place to consider the teaching of knowledge, since early educational stages to the higher ones. Formal education, even in the case of children, is the one that has the responsibility of creating a varied, rich, meaningful and inclusive school environment so that students can build this culturally valid knowledge. Decisions and educational interventions of teachers will be appropriate to consider these challenges in the teaching of mathematics in early childhood education. This project is aimed at linking children's knowledge with cultural knowledge. This article presents some of the results of a research on written representations made by early stage students. The questions guiding the study were how children make their first numerical writings; how they evolve in this learning; and how they use these social skills. This paper presents the results of the first mentioned question. Varied numerical writings by four-and five-year old children were analyzed in public schools of Neuquen city in Argentina. It was observed that children show particular ways to register a certain amount; some of them make pictographic marks, others use iconic marks and as they grow, they mostly use the conventional numerical symbol. The constructed knowledge is a contribution to the teacher's formation and to the in-service professors who are interested in the teaching of numbers and the written numeration in individuals that are going through this first learning.

Palavras-chave : Early stages; graphic representations; numerical notations; teaching; learning.

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