CONCRETE MATERIAL:

A PEDAGOGICAL STRATEGY IN MATHEMATICS TEACHING AND LEARNING

Abstract

The present article aims to describe the importance of the use of concrete and playful material in the teaching of mathematics. We know that many teachers in their teaching practice use only the textbook and planning notebook to teach their classes. With all the information that exists today, our students need more than this, so that the classes are motivated. By using the concrete material the lessons can be more attractive by motivating students to participate in a pleasurable way. This article focuses on the conception and the teaching action in the organization of teaching and learning situations with the handling of concrete materials in the discipline of mathematics in the initial years of elementary education. The study is based on a bibliographical research. The results of this study demonstrate that when the teacher promotes a playful space revealed in games and concrete materials, students interact cooperatively in this space organized by the teacher, proving, therefore, the importance of pedagogical intervention for the construction of cognitive relations that translate into learning.