Syftet med denna studie är att undesöka vilket matematiskt innehåll förskollärare synliggör vid användning av bilderboken Lilla nollan och dom andra. För att besvara studiens frågeställningar har både observationer och kvalitativa intervjuer använts. Två förskollärare från en förskola valdes ut. Barnen som deltog vid observationerna var 4-5 år gamla. Resultatet visar att förskollärarna synliggör ett brett matematiskt innehåll i den ovannämnda bilderboken. De fokuserar på siffror, räkneramsan, räknar antal och jämför form och storlek. Samtal om siffran 0 och dess betydelse förs med barnen. De reflekterar och resonerar tillsammans med barnen över olika matematiska företeelser som de möter i bilderboken med stöd av dess bilder. Förskollärarna ger också flera exempel på hur barnen har utvecklat matematiska begrepp. De tar även tillvara på den mångfald och den variation av matematik som bilderboken erbjuder. / The purpose of this study is to investigate which mathematical contents preeschool teachers visible when using the picture book Little O and all the others. In order to answer the study questions, both observations and qualitative interviews have been used. Two preeschool teachers from one preeschool were selected. The children who participated in the observations were  4-5 years old. The results show that preeschool teachers reveal a broad mathematical content in the above mentioned picture book. They focus on numbers, countingchants, counting numbers and compare the shape and size. Conversations about the number 0 and the importance of it takes place. They reflect and resonate with the children of different mathematical phenomena they encounter in the picture book by virtue of its images. Preeschool teachers also give several examples of how the children have developed mathematical concepts. They also utilize both the diversity and the variety of mathematics that the picture book offers.

Made available in DSpace on 2016-04-27T14:31:50Z (GMT). No. of bitstreams: 1 Edier Yorley Henao Henao.pdf: 752622 bytes, checksum: 7d5722eb83c5524550ef8710fd49a965 (MD5) Previous issue date: 2006-08-29 / In this investigation it was analyzed which are the difficulties and/or strengths, for the understanding of texts with mathematical contents by 27 youths and adults from popular places. The subjects investigated are part of the project Basic Education and Literacy among Women for the reconciliation, the coexistence and the peace, impelled by the Educational Corporation CLEBA on Itagüí municipality, department of Antioquia in Colombia. To deepen in some theoretical aspects that we consider important for the present study, questions like the contribution of the mathematical contents were approached in the understanding of texts and some psychological capacities that should be developed from the teaching and learning of the mathematics. On this way, the investigation was based conceptually, on the conception of the mathematics as a language; about the understanding of texts and the mathematical understanding. We also kept in mind the socialinteraction theory like foundation of some psychological capacities characteristic of the mathematical activity. The data were collected through a grupal interview, the bibliographical review and four written instruments, three of those texts with mathematical contents. Starting from those texts we obtained some productions of the investigated that include the knowledge of mathematical contents and the following of instructions starting from the same ones, inferences starting from explicit and implicit data in the texts, to operate with and starting from mathematical contents and the work with different registrations of semeiotic representation, among others. As part of the results we could explain the presence of difficulties and strengths in the understanding of the texts with mathematical contents that are framed basically from the previous experiences and the subjectivity of the investigated, the school level, the specify from the mathematical knowledge and the inherent capacities to the understanding of texts / Nesta pesquisa analisaram-se quais são as dificuldades e/ou fortalezas, no que se refere à compreensão de textos com conteúdos matemáticos por 27 jovens e adultos/as de setores populares. As pessoas pesquisadas fazem parte do projeto Educación Básica y Alfabetización entre Mujeres para la reconciliación, la convivencia y la paz, desenvolvido pela Corporación Educativa CLEBA no município de Itagüí, departamento de Antioquia na Colômbia. Para aprofundar em alguns aspectos teórico/práticos que consideramos importantes para o presente estudo, foram abordadas questões como a contribuição dos conteúdos matemáticos na compreensão de textos e algumas capacidades psicológicas que deveriam ser desenvolvidas no ensino e aprendizagem da matemática. Assim, conceitualmente, a pesquisa se baseou na concepção da matemática como linguagem; sobre a compreensão de textos e a compreensão matemática. Também se considerou a teoria sócio-interacionista como fundamento de algumas capacidades psicológicas próprias da atividade matemática. Os dados foram coletados através de uma entrevista grupal, da revisão bibliográfica e de outros quatro instrumentos, três deles, textos com conteúdos matemáticos. A partir destes textos obtivemos algumas produções dos pesquisados/as que incluem o conhecimento de conteúdos matemáticos e o seguimento de instruções a partir dos mesmos, inferências a partir dos dados explícitos e implícitos nos textos, operar com e a partir de conteúdos matemáticos e o trabalho com diferentes registros de representação semiótica, entre outros. Como parte dos resultados podemos explicitar a existência de dificuldades e também de fortalezas na compreensão dos textos com conteúdos matemáticos que se encerram basicamente desde as experiências prévias e a subjetividade dos pesquisados/as, o nível de escolaridade, a especialização do conhecimento matemático e as capacidades inerentes à compreensão de textos