Internship, research and geometry in early childhood education

a study on (de)composition of geometric figures

Abstract

The text that shows the relation between internship, research and geometry in early childhood education. It results from research on (de)composition of geometric figures with a kindergarten class in semi-boarding school, during the internship program of a pedagogy course of Sergipe public university. As theoretical support we have Clements and Sarama (2011), Lorenzato (2010), Mendes and Delgado (2008), Pimenta and Lima (2012), Horn (2016), Smole (2014) and Vygotsky (2001). We emphasize that children possess knowledge of geometric figures, although restricted to experienced visual prototypes. Such knowledge can be problematized with activities of (de)composition of figures for the development of spatial skills, but there is a need to deepen geometry’s teacher knowledge. We conclude that the articulation of the internship/research/geometry contributes to the initial teacher education of nursery and kindergarten schoolteachers while enabling theoretical and practical knowledge in the field of geometry for children.