Intentional activity regarding the concept of grouping: a possibility to enhance combinatorial education in the early years

Abstract

This article aims to raise questions and discuss the relevance of combinatorial reasoning (CR) in the teaching and learning of Combinatorial Education in Schools (CES), and the elements necessary to compose an intentional activity that prioritizes this reasoning with sociological, cultural, and attitudinal biases. To this end, we discuss the current place of memorization and techniques in teaching to the detriment of the primary actions of reflecting, questioning, and thinking. When addressing the relevance of using cross-referenced reasoning (CR) in solving combinatorial problems from the early years of elementary school, we focus on discussions regarding the process of developing an intentional activity that stimulates and enhances this reasoning, based on assumptions of qualitative research methodology. The conclusions indicate the necessary elements to stimulate and enhance the mobilization of CR: being in line with trends in elective science; developing intentional activities focused on mobilizing this reasoning; listing elements considered necessary to compose such activities; and prioritizing everyday school situations according to a transdisciplinary aspect.