THE CONTEXT OF WORKING CHILDREN AS AN ESTRATEGY FOR THE UNDERSTANDING OF THE NOTION OF MAGNITUDE AND QUANTITY
DOI:
https://doi.org/10.22383/ri.v14i2.23Keywords:
problem solving, disadvantaged children, child labourAbstract
Objective: to promote the learning of the mathematical object of magnitude and quantity in working children, showing them how education is an alternative to overcome their condition of vulnerability. Methodology: didactic situations in accordance with the guidelines of educational attention for vulnerable groups are used as theoretical framework. Taking the student’s context and with a methodology of didactic engineering, supported in the resolution of problems in context. Sequences of teaching and learning are developed. Findings: the minor learns in the practice of his labor. Conclusion: taking advantage of the context of the working child, it is possible to optimize the process of teaching mathematical concepts.
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