Overview

This book brings together two studies on teaching mathematics produced at different times and under different circumstances, which are interrelated by their consideration of reading as an aspect of great relevance. The first chapter deals with working with mathematics in early childhood education, with children who cannot yet read, discussing the paradigm of prioritizing literacy over mathematics. It associates the development of logical-mathematical knowledge with working with mathematics in early childhood education from the perspective of multiple intelligences. The second chapter addresses the Methodology of Problem Solving in mathematics based on George Polya's theory and steps and some alternatives for classifying problems, followed by a survey of ideas about reading in the discipline of mathematics.

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