| Resumo: | This report is part of the pre-service training practice of the Master in Qualification in Preschool Education. It intends to reflect on the practice developed along the pedagogical practice during two semesters, as well as to analyze the evolution of the groups who worked with us. Mathematics plays a very important role in a child daily life. In preschool education, promoting mathematical reasoning is something that educators should take into account. The use of structure or non-structure manipulative materials can contribute to children appropriate (mathematical) knowledge and develop abilities and competencies in a more practical, autonomous and fun way. Therefore, the use of manipulative assumes as a facilitator in the development of mathematical reasoning in young children, fostering learning and a love for mathematics. We assumed an interpretative paradigm and developed an action research project. The participants were a group of nine 5-years-old children and an educator/research. Data was collected trough observation, informal conversations, researcher’s diary, children’s protocol and documents. The results illuminate how manipulative materials in preschool were used, pointing out the existence of a change on learning meaning by children when using this type of materials. It also illuminates the contribution of them to the development of abilities and competencies, namely the mathematical reasoning. |
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