Metaphors and development of mathematical thinking: as soon as possible!

Abstract

This work promotes the teaching of mathematics at an early age, classes and sessions designed to promote early learning math concepts, which have arisen from informal meetings with education professionals at all levels involved. It is an experimental research of qualitative analysis, reference frame used consists of metaphorical approach and mathematical thinking. The results show the relationship between non-formal meetings and design classes. In addition, a particular development dimension of perception is observed in the initial learning of math concepts.