Contação de histórias e o aprendizado de conceitos numéricos na educação infantil

Abstract

This article investigates the pedagogical contributions of storytelling to the learning of numerical concepts by preschool children in early childhood education. The objective of this study is to explore how storytelling supports the construction of numerical knowledge. Through the analysis of theoretical and practical foundations, it is demonstrated that storytelling significantly contributes to children's cognitive, emotional, and social development, promoting a playful, contextualized, and meaningful approach to learning Mathematics. Stories allow mathematical concepts to be explored in a concrete and integrated way within the children's daily lives, stimulating skills such as attention, memory, imagination, logical reasoning, and problem-solving. Thus, storytelling becomes an effective strategy for making Mathematics teaching more accessible, enjoyable, and formative.