Design thinking no ensino de matemática: inovando metodologias na educação infantil

Abstract

This study had as its object of study the following problem: how can Design Thinking, as a teaching strategy, contribute to the learning of mathematics in Early Childhood Education? The research, of a qualitative nature, was carried out in 2024 with a class of kindergarten 3, in the city of Ponta Grossa, Paraná. Data collection was carried out through a field diary, and the analysis followed the assumptions of content analysis, according to Bardin (1994). The theoretical framework is based on two main axes: Design Thinking and the teaching of mathematics in Early Childhood Education. Based on these foundations and the guidelines of the BNCC (2018), a Design Thinking model adapted to daycare children was developed, structured in five classes, with the following contents: (a) notion of size and measurements; (b) classification and ordering; (c) counting; (d) spatial notion; and (e) quantity and half. During the application of Design Thinking as a teaching strategy, we observed the creative involvement of children, as well as their motivation, logical reasoning and development of innovative thinking when faced with the proposals. The results indicate that the use of Design Thinking, when adapted to the context of Early Childhood Education, represents an effective and playful methodological alternative for teaching mathematics, promoting children's protagonism and favoring meaningful learning. As a practical development of the research, a didactic guide aimed at Early Childhood Education teachers was developed, with the objective of supporting the implementation of Design Thinking as a pedagogical strategy in the classroom.