Learning Mathematics and Portuguese in the early years from the perspective of Piaget

Abstract

The present study aimed to know the cognitive development stages of children from the Piaget perspective in order to understand learning of Mathematics and Portuguese Language in the Early Years. For this purpose, we used the bibliographical research that dealt with the construction of knowledge in Piagetian theory and development stages, as well as the implication of this theory in the learning of mathematics and reading and writing. It was found that the stages should be considered as the constructed mental structures, that they do not have a fixed chronology and that each individual has specific characteristics and structures. These structures enable knowledge, which is constructed through contact with the environment. The learning of Mathematics and The Portuguese Language is related to manipulations and interactions that start from concrete objects or situations, in addition to social interactions in the classroom, in which the student should be the center of the teaching-learning process. It was concluded that knowing the stages is fundamental to understand how the construction of knowledge happens, focusing on the student in order to stimulate it and raise "imbalances" that lead them to the search for balance.