Early mathematical education in narrative contexts and the local environment

Abstract

The article describes the implementation of the project that took the form of a teaching experiment. The “Myśleć jak architect” [en. “Think like an Architect”] project was aimed at developing children's spatial, mathematical and creative skills, integrating the social environment: academic, educational, family and cultural, and promoting science. Its essence was to design and conduct a mathematical and creative didactic cycle in the university space and in the local cultural space. The essence of educational meetings were: play, tasks, games and mathematical problems undertaken and solved by children in active and creative action, also using innovative teaching materials. The workshop didactic program was designed as a cycle of 12 hours of didactic classes, in which there was a deliberate use of rhymes, poems, fairy tales and mathematical narratives. The project lasted from November 2018 to May 2019. The beneficiaries of the project were the oldest pre-schoolers and younger students from grades I-III, in 9 groups, each consisting of 12 people. The study confirmed the effectiveness and attractiveness of integrating literature with mathematics and learning mathematics in various areas. The study has shown that the strategies for teacher management of construction play using narration are an important and effective ways of supporting the development of a child's mathematical thinking.