TEACHING MATHEMATICS IN EARLY CHILDHOOD EDUCATION: CHALLENGES, POSSIBILITIES, AND PEDAGOGICAL PRACTICES

Abstract

This study analyzes the practices, theoretical frameworks, and scientific evidence that guide Mathematics teaching in Early Childhood Education, considering the child as an active subject in the construction of knowledge. The objective of the study is to understand how playful, investigative, and culturally meaningful mathematical practices are developed in early childhood, identifying the challenges faced by teachers as well as methodologies and resources that can promote consistent and contextualized learning. The research was conducted through a qualitative and bibliographic approach, based on a literature review of classical authors—such as Piaget and Vygotsky—and contemporary studies, including the dissertations of Cruz (2020), Vieira (2019), Costa (2021), and Rocha (2018), as well as the theses of Freitas (2017), Souza (2016), Lima (2023), and Santos (2015). The methodological procedures involved the identification, selection, and critical analysis of scientific productions published between 2010 and 2024, articulating them with the principles of the BNCC and current conceptions of childhood and Mathematical Education. The results indicate that mathematical development emerges through playful, investigative, cultural, and socially situated experiences, while being limited by traditional practices centered on memorization and early formalization of content. The study concludes that methodologies valuing play, inquiry-based learning, qualified teacher mediation, problem solving, and the use of manipulable materials are essential for meaningful mathematics teaching, contributing to children’s autonomy, critical thinking, creativity, and understanding of the world from early childhood.