Educação Infantil e ensino da Matemática: uma análise das dissertações e teses defendidas entre 2015 e 2018 no Brasil

Abstract

The present work aims to analyze academic production at master and doctoral level, including teaching and learning mathematics in early childhood education, from the years 2015 to 2018. The analyzed theses and dissertations were researched at the Brazilian Digital Library of Theses and Dissertations, which includes 116 institutions, 422,224 dissertations, 152,525 theses, totaling 574,767 documents. The collection of productions was performed using two descriptors: Early Childhood Education number; and Mathematics Early Childhood Education. First, the works were quantified and then tabulated and analyzed qualitatively. Based on this research, the conclusions point to the relevance and the need for the development of a greater number of researches in the area of teaching Mathematics in Early Childhood Education, in order to encourage reflection on the work in this stage of teaching Basic Education, aiming at the improvement, thus contributing to children's learning.