Children's literature and the verbal and visual narrative: how these interrelationships can favor the learning of mathematical concepts

Abstract

This article aims to analyse the interrelationships between verbal and visual narrative in Children's Literature and how they may favour the learning of mathematical concepts. To this end, an analysis was made of the illustrations created for the collections of Classic Forever Classic and Illustrated Classical Children's Tales, both published by Maurício de Souza, in order to establish if they are in complementary or repetitive relations with the text Written. From this, we tried to present some possibilities of using visual narrative in the process of learning mathematical concepts related to the construction of numbers. In its entirety, the text is permeated by the idea that, when working on reading images, the teacher invests in the development of other reading attitudes that encourage the formation of autonomous readers.