Contributions of integrating literary, linguistic and mathematical education through poetry to the development of an interest in poetry and mathematics in preschool education
DOI:
https://doi.org/10.15448/1981-2582.2026.1.48930Keywords:
Interdisciplinarity, linguistic education, literary education in early childhood, elementary mathematics education, poetry in childhoodAbstract
The purpose of this article is to present part of the results of a qualitative study focused on the articulation between literary, linguistic and mathematical education through poetry. The authors analyse the contributions of this articulation to the development of an interest in poetry and mathematics in preschool education among four-year-old children. The data were obtained from an empirical study conducted over a six-month period. Throughout the study, which had characteristics of action research, learning paths were developed using poems selected for their literary quality and potential for an integrated approach to the aforementioned areas. The results suggest that the articulated approach fostered children’s interest in and engagement with poetry, mainly through the selection of poems, the activities developed, and mediation. Regarding mathematics, although expressions of interest were observed, the data do not allow for a clear attribution of changes in children’s enjoyment of this subject to the project. The analysis of the data collected allows us to consider that the articulation strategies effectively contributed to promoting children's interest in poetry. Although interest in the project is evident, it was not possible to clearly demonstrate that it contributed to the enjoyment of mathematics.
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Copyright (c) 2026 Raquel Salomé Oliveira Pereira, Pedro Manuel Baptista Palhares, Fernando José Fraga de Azevedo
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