Seymour Papert is a mathematician who developed an intellectual theory which he called constructionism. This theory is based on the principles of constructivist theory of Piaget, but it does it in the way of understanding the dynamics of learning.
Like Piaget, the notion of the child and the child is a builder of their own intellectual structures. However, far from this, when telling about the role assigned to the surrounding culture as a source of materials that build all "builder."
Seymour Papert argues that if the child or the child learns to speak, learn intuitive geometry needed to be improved in the space, and learn enough of logic and rhetoric to deal with their parents without being formally been taught, should be sufficient reason questioning why some learning to take place as early as spontaneous, while others take many years or are not produced in any way without formal instruction deliberative imposed.
Like the rest of his contemporaries cognitivists field, shares the view that it must respect the interests and expertise of the learner, as this has its own way of learning the world, that is, they must recognize the existence of different rates and learning styles should be respected.
The main purpose is to prepare children for learning the fundamentals of mathematics, including the calculation process, promoting conditions that enable them to have experiences with concrete materials, pictures and graphics, to initiate the development of abstract thinking.
The importance of readiness for mathematics is based on the following aspects:
• Provides the basis for development of mathematical reasoning and starts the toddler in the understanding and application of mathematical notions.
• Encourages cognitive development and logical reasoning and the girl child.
• Contribute to training and development multifaceted personality of the child and the child.
• Start the boy and the girl in the logical-mathematical knowledge based on prior knowledge;
• Enhance the way to solve math problems that are significant;
• Encourage the progressive evolution experienced by the child and the child to compare his thoughts and specific aspects relating to the abstract;
• Start growing knowledge of some basic concepts of calculus;
• Initiate the knowledge sets and their cardinality;
• Look for situations that allow the experiences necessary for introduction to mathematical thinking.
To meet the objectives proposed for teaching arithmetic is necessary to organize this process in four content areas, which are:
• Basics.
• Classifications and series.
• basic quantifiers.
• Numbering
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