PAR OU ÍMPAR? JOGOS TEATRAIS E CONCEITOS MATEMÁTICOS
Keywords:
school education, Mathematics, theater games, Cultural Psychology
Abstract
This paper presents and discusses some features of mathematics’ concepts formation process in an eight years old girl, from data collected through regular development of theater games in a multilevel classroom at a public school in São Paulo-SP/Brazil. Since a qualitative perspective it is depicted how high mental functions and actions can be developed through Teather teaching.
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