NUMBERING IN CULTURAL CONTEXTS OF CHILDREN'S LEARNING

interaction with mothers in remote activities during the pandemic

Abstract

We are currently experiencing a historic moment in the context of society in general, where, in view of the pandemic resulting from COVID-19, many actions needed to be reviewed, improved and projected in a non-face-to-face manner. In this context, the objective of this article focuses on the possibility of dialogue with data from an investigation, funded by the São Paulo Research Foundation (FAPESP), on numerical practices/strategies/mathematical literacy adopted by families when from the moment of assistance in school tasks in the initial years, given the implementation of remote teaching in public schools, particularly in São Carlos-SP. The theoretical framework encompasses studies of literacy, numeracy/mathematical literacy and the need to know specific contexts in which mathematical skills and competences are used. The methodology is of a qualitative nature, of a descriptive-analytical character, whose data are produced virtually in monitoring with the families through WhatsApp groups and virtual interviews. Given the possibilities of the work done, it is possible to conclude that: 1) families usually resort to informal visualization and/or experimentation strategies (eg, toothpicks, fingers, etc.); 2) there is ample incentive for mental calculation with children; and 3) access to social networks and online game resources to assist in exploring aspects of child-mother interaction.