Mathematical logic for the elementary school

For Agarwal (1998, p. 13), "the game helps build new discoveries, develop your personality and symbolizes a pedagogical instrument that takes the professor to driver condition and learning evaluator Stimulator.".

Some strategies may be employed as a means of bringing the student of self-knowledge and if you get the acting and interacting in the socio-cultural environment in which this uploaded.

Some games may be worked through theatrical performances in such a way that allows multiple intelligences to stimuli.

LINGUISTICS: rhymes, nursery rhymes, tongue twisters, riddles, choose formulas, symbolic games, dramatic games, songs.

Logical-mathematical: bingos, puzzles, memory games, chessboards, playing cards, rhythmic games, target games, charades, pitches: Chair and ring, bowling, Dodgeball, target shooting, biroca, Betis.

Or VISUAL SPACE: takers work with rope, hide-and-go-seek, hopscotch, normal and burned in circle games pitches, "basketball", memory games, elastic, hopscotch, goat-blind, activities of drawing, painting, collage, sculpture, games of imagination and building games that explore the different spaces (House, school, circus, place, forest, city, plants, rivers).

BODY-KINESTHETIC: imitation, role play, charades, dances, producing objects for play, motor circuit, games that involve motor skills of locomotion, manipulation and stabilization: walking, running, jumping, throwing, receiving, bounce, kick, swing, balance, spinning, up, pull, carry.

Musical: the Lullaby songs, songs of different styles, play songs, nursery rhymes, nursery rhymes, rhythmic activities and in tune, mnemonics and various dances.

PERSONAL INTELLIGENCES: the jokes of papers representation, dramatic games, theatre, dances, cantigas de roda, competitive games, the games of inhibition (statue, stop, hard-soft, peekaboo).

PICTORIAL INTELLIGENCE: knowledge, appreciation and reproduction/rereading of artistic compositions, the knowledge of art history, (movements, life and works of the great artists) and the development of the expressive capacity of the child, through the field of elements of graphic languages, musical and verbal body.

NATURALISTIC INTELLIGENCE: collections of natural products, exploration activities and adventures in forests, Woods, streams, walk to the Zoo, identifying the voices of animals, animal imitation games, role play costumes related to nature (endangered animal, forest being devastated, pollution by garbage), imaginary trips (teacher motivates the child to perform imaginary trips, experiencing different situations), in natural environments (rivers, Woods), games with names of animals and plants which make it possible to extend the knowledge and the respect for nature (LIMA, 2003, Phd Thesis).

JEAN PIAGET

"The operative structures are not innate intelligence" (PIAGET).

Piaget's contributions to the Logical-mathematical development are more noticeable in the Operative phase-when concrete breaks out the principle of abstraction and in subsequent Operative Formal logic consolidates. Maybe we can start answering to teach how to teach and especially when teaching.

Piaget (1985, p. 126) says, "to educate is to adapt the individual to the social environment".

As La Taille; Okoro and Dan (1992, p. 17), ' (…) the logic for the final form of Piaget. It is a system of operations, that is, actions that have become reversible and likely to be composed with each other ".

In the Operative phase-concrete (7 to 12 years), the child enters the elementary school where it begins to be developed and structured your logical thinking.   Begins dealing with concepts, with numbers, establishes relationships time x space, realize sequences and starts the stage of abstraction. La Taille (1992, p. 17), "the ability to think simultaneously the initial state and the final State of any transformation performed on objects (for example, the absence of conservation of quantity when transvaza the contents of a glass to another B smaller diameter) highlights this stage and gives a basis for the next stage ".

The Logical-Formal Operative Stage, (12 to 16 years) consolidates the intellectual structures of logical reasoning or logical-mathematical-deductive, which will extend until adulthood. (PIAGET, 1985)

At this stage the student becomes able to understand and discuss increasingly complex problems logically, sequential and triggered by having your cognitive ability most developed. We can then introduce objects of teaching and learning, pedagogical resources that can leverage your potential for logical reasoning.

In this case we can understand how Learning Objects: "any digital resource that can be reused for education support" (WILEY, 2001, p. 7).

There are some websites that offer practical examples and guidance on how to apply these resources and promote improvements in the learning of mathematics and science in General. For example, the IVEN project-international network of Virtual Education, SEED-Secretariat for distance education, in consortium with other countries of Latin America. There we find a book whose title is: Learning Objects A pedagogical resource proposal (pdf), available at <http: rived.mec.gov.br/artigos/livro.pdf="">.</http:>

It is a material rich in proposals which enables the development of Logical Deductive Reasoning, inductive and that meets the purpose of this article, that is adding value to the learning of the Basic Cycle education.

We must not forget that, whatever the technological impact on Education systems, teaching and learning and the educators, will still exist behind the human element.

Education is much more than its technological supports: embodies a formative principle, is a social and cultural task, whatever the transformations that try, will continue depending on, first of all, their human components, their ideals and values (BRUNNER, 2001, apud BRASLAVSKY, 2004 p. 77).

JOHN DEWEY

John Dewey is still considered by many as one of the greatest thinkers of the twentieth century, in the area of education. Contributed significantly to the democratization of education, having influenced the Brazilian Anísio Teixeira, founder of the new school movement that occurred in Brazil in the thirties. Your ideas endure and maintain the thesis of an Active, progressive School, Instrumentalist, where students are the protagonists.

In schools equipped with laboratories, shops and gardens, to freely introduce dramatizations, games and sports, there are opportunities to play situations in life, and to acquire and apply information and ideas in a progressive impulse of experience continued. The ideas are not segregated, are not isolated islands. Animate and enrich the normal course of life. Information is revitalized by your function; the place it occupies on the line of action. (DEWEY, 1916)

To John Dewey, "the teacher who arouses enthusiasm in his students achieved something that no sum of systematical methods for more accurate they are, can get" (DEWEY, 1979, p. 6).

Second Digiorgi (1922, p. 24), are five steps of learning to Dewey:

1. Activity: the starting point of any learning in school, as well as in life, the school must play the best possible is any that is already being carried out; This activity that occurs spontaneously and which corresponds to the interest of the learner.

2. Problem: all activity, to be carried out, raises problems that hinder your continuity and/or development. Is this the origin of thought: this always comes from a problematic situation. The starting point of the thought is the attempt to venture, to overcome a problematic situation.

3. Data collection: the professor and students should collect data (all data type) that may help overcome the problematic situation.

4. Hypothesis: this data, once collected, will allow the formulation of one or more explanatory hypotheses.

5. Experimentation: this hypothesis should be tested in order to verify your validity. If it is valid, it will solve the problem, and the activity will continue until they encounter a new problem.

Based on these ideas, we can employ modeling schemes for solving mathematical problems such as suggested by Biembengut; Hein (2003, p. 22).

According to Dewey (2012, p. 3) "the teacher should introduce the school content in the form of questions or problems and never give advance answers or solutions ready".

It is clear, then, that by this principle we can propose a problem situation and start an investigative process with technical and/or scientific resources, in which they can use the knowledge gained and compare them with reality.

Here we find the ideal environment to propose the so-called Teaching Interdisciplinary Projects:-Financial Education Project; Environmental Education Project; Project Build Model Airplanes; Media project in the classroom; among others.

Learn through interdisciplinarity, collecting and selecting data, testing hypotheses proposing solutions, near these young people from the real world.

"real interest is the sign of any material, object, ability, or whatever, is being appreciated in accordance with what currently compete for the progressive March of an action, with which the person has identified" (DEWEY, 1978, p. 86).

DANIEL GOLEMAN

Of course we couldn't help but also mention the motivational factor and, to this end, we will consider the theory to the development of emotional intelligence by Daniel Goleman, (1998, apud Salem, 2011, p. 21). "… ability to identify our own feelings and those of others, to give him confidence and us manage emotions in us and in our relationships. "

According to Goleman (1998, apud Salem, 2011, p. 19), emotional intelligence can be categorized into five skills.

1. Emotional self-awareness-recognize their own emotions and feelings when they occur;
2. Emotional control-dealing with their own feelings, adapting them to each situation;
3. Self-Motivation-driving emotions in the service of a goal or personal fulfilment;
4. Recognition of emotions in other people-recognizing emotions in others and empathy of feelings; and.
5. Interpersonal relationships skills-interaction with other individuals using social skills.

The first three are people skills and interpersonal the last two. As far as the first are essential to the self-knowledge, the latter are important in:

1. Group organization-essential skill of leadership, which involves initiative and coordination of the efforts of a group as well as the ability to obtain recognition of the leadership group and a spontaneous cooperation.
2. Negotiation of solutions-feature of the mediator, preventing and resolving conflicts.
3. Empathy-the ability to, to identify and understand the wishes and feelings of the individuals, react appropriately in order to channel it to the common interest.
4. Social sensitivity is the ability to detect and identify feelings and motives of people.

If seized by educators, these concepts can make a significant contribution in the process of training of young people for adult life. According to Goleman (1998, p. 15).

The parameters of the job market are changing. We're being judged by new criteria. It doesn't matter just how smart, or our training or our level of specialization, but also how we deal with ourselves and with others.

To develop skills and abilities related to emotional self-control, self-knowledge, respect for diversity, control of frustrations, among others, we can use theatrical games by wide range of real life situations that can be simulated. So, we will give greater contribution to emotional side of these young men for your future. According to Spolin (2007, p. 29):

The theatre games can bring freshness and vitality to the classroom. The workshops of theatre games are not designated as hobby of the curriculum, but rather as a complement to school learning, expanding awareness of problems and ideas central to the intellectual development of the students.

In article published by Claudia Gasparini (examination, 06/04/15 and 14/06/15) we can see how we are evaluated in adulthood in matters of emotional intelligence. Are positive and negative aspects which leads us to reflect some of the causes could not be on our fundamental training.

5 attitudes typical of those who have no emotional intelligence

Here are some features of postures who doesn't have emotional intelligence at work, experts say ears per scan.

1. Do not recognize their weaknesses
   According to Santos, the wave of "selfies" is not without reason: the self-centered are loose. The problem is that the excessive self-confidence is often not proportional to the competence of the vain. "These people lack self-awareness, the ability to recognize their vulnerabilities, and not only its forces," he said.

The professional who acts all the time as a "champion" has a very poor perception of yourself – and your relationship with the environment. "He doesn't know the impression that is causing us other, unaware of the time to talk and to remain silent," he says.

2. Distrust of their own emotions
   Aldan explains that many professionals try to rationalise-and thereby deny – his own emotions. "Unfortunately this is the keynote of the corporate world, that results depend only on the right," he says.

The price you pay for it is high. "If you disconnect what you're feeling, it is precisely there that will determine your emotional behaviour, unconsciously," he says.

3. Don't see the other
   Little intelligent professionals under the emotional angle usually have difficulties to "read" other people. "They lack sensitivity to realize the intentions of others, verbal and non verbal cues from what others are feeling," said Santos.

The problem of not seeing colleagues and bosses do you lose the opportunity to learn from them. "If we stay concentrated too much on ourselves, whether by excess self-confidence or self-criticism, it's hard to connect with each other, recognize their contributions," he says.

4. Don't know what they want
   Who has little emotional intelligence is often hostage to the opinion of others, according to Aldan. "They are professionals without their own initiative, following the direction of the majority," he says.

The problem is that lack self-knowledge. "Those who do not know each other well has no goals, no vision of the future, and ends up at the mercy of circumstances. Unfortunately, this is the case of most people today ", says the CEO of Kronberg.

5. Are fickle
   The control of emotions is a emotional competence that make much lack in corporate environments. "One day the person is great, cheerful, telling jokes. The other, reacts so intemperate and rave for smaller reasons, "says Santos.

The emotionally competent professional, in contrast, can inspire confidence and bring peace to the desktop. "Is someone whose colleagues like to have around, that positively affects the environment," says the psychologist.

"There are two main reasons for this: the heavy use of technologies and activities that make us increasingly isolated, overwhelmed and disconnected from other people". (Examination, 2015)

10 signs that you have emotional intelligence at work

According to the American consultant Travis Bradberry, co-author of the book "Emotional intelligence 2.0" (Perseus Books, 2009).

1. You know describe their emotions with words you need
   Have an extensive "emotional vocabulary" is a rare ability, according to the consultant. Just say you're feeling "badly" is very different to describe as "perplexed", "frustrated" or "anxious", for example. People with emotional intelligence you know managing your own feelings because they know exactly what they are.
2. Do you know your weakest side
   According to Bradbury, know what are their main vulnerabilities is essential in time to administer your behavior. "Having a high QE means knowing their strengths, and how to use them to your favor, but also prevent their weaknesses from distracting you," he writes.
3. You're a good judge
   The ability to interpret the feelings, intentions and motivations of other people is another typical sign of this kind of intelligence. If you have a keen and sensitive trial in respect of the other, is likely to have a high degree of emotional competence.
4. You are not easily offended
   It's hard to put an end to the joy of those who have self-confidence. "Emotionally intelligent People are safe and have an open mind, which gives them a ' skin ' thick enough," writes consultant. This means identifying, criticism and aggression of others – and even make fun of yourself once in a while.
5. You are able to say "no"
   Take negative comments in sports does not mean being passive. Have emotional competence implies also know put limits. Second Bradberry, reject new tasks and appointments assertively is hard, but brings important gains for the mental and physical health.
6. You forgive yourself
   Who has dominion over you feel usually contemplate their own failings so quiet-but don't ignore them. "Dwell on their mistakes brings anxiety and shyness, while forget them altogether can make repeated," writes consultant. It's like a "rope" notes Bradberry, in that only the most competent can walk without stumbling.
7. You don't cultivate grudges
   So how are able to forgive your own mistakes, people with emotional intelligence also tend to "absolve" the other. Grief and anger are two ingredients for stress and even diseases like high blood pressure. Who can dominate his own feelings, of course, prefer to run those triggers of malaise.
8. You are generous
   Offer help without asking anything in return is a typical feature of who has emotional intelligence, says Bradberry. "These people build strong relationships because they're always thinking of others," he writes.
9. You neutralize people "toxic"
   At the time of dealing with difficult bosses, colleagues or professional with high QE identifies his own feelings such as frustration or anger, and prevents them from becoming loose. In addition, he seeks to respect the point of view of the person "toxic" and seeks to find positive solutions to the two parties.
10. You don't seek perfection
    "People with emotional intelligence don't see perfection as a goal, because they know that it doesn't exist," writes Bradberry. On the inevitability of the problems, they do not complain about the past and just move on. (Examination, 2015).

Final Considerations 

The globalized world promoted greater economic integration and socio-scientific advances due to the large communications area, made possible by information technology. Human relations have become complex and require faster processing and technical training, especially in the emotional field, as CITES Goleman (1998, p. 21): "A growing number of companies coming noting that the stimulus to the skills related to emotional intelligence is a vital component of any organization's management philosophy ".

When Gardner emphasizes the importance of developing the multiple intelligences so that people become more able to solve problems, it is clear that we need to have or create mechanisms to achieve the objectives proposed by him.  "intelligence implies the ability to solve problems or develop products that are important in a particular environment or cultural community." (GARDNER, 1995, p. 21).

We saw then, Antunes suggest some activities that properly applied within schools and family will partner stimulate these intelligences, which meets Gardner proposals.

John Dewey, when proposing the method of learning through the five steps, makes it clear that the student will build a research process of problem situation, logically organized, coordinated, systematized and so will be enabling your Reasoning Logical through their intellectual functions. This answer us, as do.

For Piaget, (1985) the Logical-Formal Operative stage, which goes from 12 to 16 years consolidates the intellectual structures of logical reasoning or logical-mathematical-deductive, which will extend until adulthood. This allows us to respond when and what to teach.

The Logical Mathematician when stimulated by the interactions of multiple Functional Intelligences and emotional aspects, from the use of methodological, didactic-pedagogical resources, teaching and learning objects, all suitable to each stage of development of the student, will bring greater speed and cognitive expansion making them agents, critics and citizens understanding transformers of their social responsibilities.

The theories presented here, when associated with and explored properly by educators will apply the Logical Mathematician in all series of elementary school on a regular basis, programmatic and ongoing systemic, allowing achieve greater intensity in the process of formation of these young people.

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