SONA GEOMETRY AND ITS POSSIBILITIES FOR LEARNING MATHEMATICS IN ELEMENTARY SCHOOL - EARLY YEARS
Sona Geometry, Ethnomathematics; Elementaryschool - early years; law 10639/03
The present work addresses a pedagogical proposal for Mathematics classes in Elementary School in the early years that dialogue with the learning of Symmetry through Sona Geometry, from the perspective of Ethnomathematics, also addressing law 10639/03. After a bibliographical research, we seek to develop and suggest activities, through a sequence of activities, that help students in learning Symmetry, in a playful and contextualized way, with Sona Geometry drawings as their theme. The objective is to ensure meaningful learning of mathematics and promote reflective awareness for primary school students. This research is justified by the need to think about possibilities for teaching mathematics specifically for students in the 5th year of elementary school, which would contribute to their better learning. Given the qualitative methodology and participant observation, as a school teacher (teacherresearcher), data analysis was carried out through the teacher's records during the implementation of the activity sequence with the students. These activities were applied to a 5th grade class, in a private school located in the West Zone of Rio de Janeiro. It was noticed in the research when developing reflective activities in the classroom that it is possible to teach mathematics content in a playful way with intentionality using Ethnomathematics and enforcing the implementation of law 10639/03.