Design of mathematical learning environments based on Reggio Emilia Pedagogy

Abstract

In the search for promoting paths oriented towards the interaction of knowledge, the correct structuring of the design of learning environments can become an essential factor for the management of student educational teaching, strengthening the social, creative and cognitive development of students. Another important point is that this approach orients learning from school childhood, which places this Reggio Emilia pedagogy as an innovative teaching strategy, recognizing the infant as a conscious being full of potentialities that can be exploited through training and exploration of the environment. This pedagogy points out that mathematical notions that tend to emerge with a constant periodicity can be identified through learning based on the students' experience, where intelligence and ability can be fostered through observation, dialogue and the nurturing of processes (such as games or activities) beyond just proposing content that does not promote personal autonomy. Therefore, the teacher becomes a guide and observer in the classroom, and can also determine hypotheses and strategies that the child develops and executes for the resolution of a problem, using pedagogical documentation that makes visible the mathematical thinking of students and their own learning. On the other hand, the article analyzes how the Reggio Emilia model can enhance the teaching of mathematics. On the other hand, the article analyzes how the Reggio Emilia model can enhance the teaching of mathematics in elementary education. It exposes the bases of this pedagogy and suggests methods to create learning spaces that promote an active and meaningful education.