STEAM learning through playful experiences to develop mathematical thinking during early childhood
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Abstract
Mathematical thinking is a fundamental capacity that begins to develop during early childhood through experiences involving exploration, comparison, classification, pattern recognition, quantities, shapes, and the solution of everyday problems. This article aimed to analyze the contribution of STEAM learning mediated by playful experiences to the development of mathematical thinking during the early years of education.
A qualitative, descriptive, and interpretive documentary study was conducted through the documentary analysis and comparison of sixteen academic publications, mainly located through Google Scholar and published between 2022 and 2026. The analysis was organized into five categories: STEAM integration, playful learning, mathematical thinking, problem solving, and teacher mediation.The findings show convergence among the studies regarding the value of construction, experimentation, project-based activities, robotics, classification, measurement, and artistic creation for supporting numeracy, visual-spatial reasoning, sequencing, creativity, and problem-solving skills.
Challenges related to teacher preparation, interdisciplinary planning, and resource availability were also identified. It is concluded that the articulation between STEAM and playful learning provides a relevant educational alternative for strengthening young children's mathematical thinking when experiences have clear pedagogical intentionality, are developmentally appropriate, and assess both reasoning processes and the products generated by children.
Keywords: STEAM learning, Mathematical thinking, Early childhood, Playful learning, Early childhood education.
Sumário
O pensamento matemático constitui uma capacidade fundamental que começa a se estruturar durante a primeira infância por meio de experiências de exploração, comparação, classificação, reconhecimento de padrões, quantidades, formas e resolução de problemas cotidianos. O objetivo deste artigo foi analisar a contribuição da aprendizagem STEAM mediada por experiências lúdicas para o desenvolvimento do pensamento matemático nos primeiros anos de educação.
Desenvolveu-se uma pesquisa qualitativa, descritiva e interpretativa, de caráter documental, mediante a análise documental e comparação de dezesseis publicações acadêmicas localizadas principalmente no Google Acadêmico e publicadas entre 2022 e 2026. A análise foi organizada em cinco categorias: integração STEAM, aprendizagem lúdica, pensamento matemático, resolução de problemas e mediação docente. Os resultados mostram convergência entre os estudos quanto ao valor de atividades de construção, experimentação, projetos, robótica, classificação, medição e criação artística para favorecer numeracia, raciocínio visuoespacial, sequenciação, criatividade e resolução de problemas.
Também foram identificados desafios relacionados à formação docente, ao planejamento interdisciplinar e à disponibilidade de recursos. Conclui-se que a articulação entre STEAM e aprendizagem lúdica constitui uma alternativa pertinente para fortalecer o pensamento matemático infantil quando as experiências apresentam intencionalidade pedagógica, são adequadas ao desenvolvimento das crianças e avaliam tanto os processos de raciocínio quanto os produtos obtidos.
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References
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