Family numbering practices and contexts mathematical learning culture of children

Abstract

The aim is to analyze the numbering/literacy strategies/strategies mathematics adopted by families of a school in the periphery of São Carlos-SP when of the moment of the aid in school tasks in the initial years of Elementary School. The object of analysis is the informal knowledge of Mathematics and the possible relations with possibilities of teaching practices to be adopted by a group of teachers working in this same school. The theoretical framework is based on the alphabetization, literacy, mathematical numeration/literacy as well as need to know specific contexts in which skills and competence mathematics are used by learned subjects. In addition, it is argued, in the need to create spaces for reflections "from" and "mathematics with families, at which time teachers, parents, mothers and guardians students will seek to reflect how to contribute to the learning of content mathematicians proposed in extra-class activities. For this purpose, the collection of data will be meeting with school and family in order to toon the one hand and another on the search for the promotion of meaningful teaching. The data will be collected in the context of group sessions, semi-structured interviews, as well as records of school records demonstrating such strategies. With the end of the investigation, it is estimated to categorize theoretical and methodological principles to direct the organization of mathematics teaching in the perspective of literacy inan extensive partnership between the family-school.