Contributions of children's literature to mediate the comprehension of the measure notion at Elementary School

Abstract

The National Curriculum Parameters (Brazil, 1997) and the Common Base National Curriculum (Brazil, 2017) highlight that the theme 'Quantities and Measures' has strong social, cultural, scientific and operational relevance for the professional field.  This research aimed verify if, how and in what extension the narrative text coming from books of children's literature can contribute to mediate the understanding of measurement notion at the 5^th  grade at Elementary School. Our theoretical framework was found in Feriguetti; Lucas (2011) and Machado (2011), authors who emphasize the importance of exploring the connections between mother tongue and mathematics for didactic work in the classroom. The methodology consisted in the choice of a text from teenager’s literature and in the application of an activity located on the features of the main characters of the action, in the social environment of the children. From the interpretations of the text in natural language and in the figural register we had been able to perceive that children have qualitatively experienced, by the use of analogies, the essence of the mathematics notion of measure, by the use of comparisons between some elements of the narrative’s characters.