The form and content relationship of the conceptual nexuses of counting in online classes for children in the 1st year of Elementary School

Abstract

This article stems from a doctoral research based theoretically and methodologically on the historical-dialectical materialist paradigm, whose objective was to analyze the form and content relationship of the conceptual nexuses of counting (numerical sense, one-to-one correspondence, sequence/ordering, grouping). For the construction of the information, online math classes transmitted by the Centro de Mídias Educação Infantil e Anos Inicias (CMSPi), during the pandemic, for children enrolled in the initial grades, of Elementary School in the State network of São Paulo, were watched and analyzed, in order to understand how and which conceptual nexuses of counting are presented, identifying the relationship form and content of these connections. The results presented showed that the online classes prioritized the form through the use of manipulable concrete materials, such as bottle caps, chips and toothpicks, with emphasis on the perceptible elements of the concept that are manifested in the colors of objects and numerical representations. The concept of counting is restricted to the indication by the children of the objects from the correspondence one by one with the little fingers, followed by the representation of the quantities by the numerical symbols that are presented in the numerical base ten.