Playful Didactic Strategies Applied to the Teaching of Mathematics in Early Childhood Education

These Considering that the teaching of mathematics has been studied debated by several scholars concerned with the way that this discipline has been applied in the classroom and the students ' reaction to the methods applied repetitively and mechanically, having as Consequence the lack of interest and apathy on the part of students who are no longer interested in classes that do not offer a meaningful learning that corresponds to the investigative desires inherent to children of early childhood education. Assuming that mathematics is one of the instruments that enable the interaction of the individual autonomously and integrates in the environment in which it is inserted, it is emphasized the importance that the teaching practices of this discipline are well thought out and constructed taking into account the student's experience and the dialogical relationship that must be established between the teacher and his students, thus subsiding new forms of learning that facilitate the child's understanding of this content that is not always Designed with receptivity by the subjects in the classroom context. Considering that Playfulness is characterized as a pedagogical practice, which is configured as a different and fun way of learning, the present work will present an approach of teaching mathematics in early childhood education, with the aim of eviding How playful activities allied to contact with mathematical knowledge can provide opportunities for children to develop the ability to establish approximations to some notions of mathematics present in their daily lives.