The Kitchen as a Mathematical Territory in Early Childhood Education
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This experience report stems from the question: how can mathematical learning be recognized and documented in the daily life of Early Childhood Education? The aim is to analyze how mathematics emerges in everyday cooking practices and to discuss its implications for pedagogical documentation and intentionality in Early Childhood Education. Using a qualitative approach and a teacher-researcher perspective, three cooking activities with thirty children aged 3 and 4 in a municipal school in Porto Alegre are described and analyzed, documented through photographs, written records, and notes of children's speech. The analysis revealed three axes: mathematics as a lived necessity, pedagogical intentionality as a reflective stance, and the social and ethical dimension of collective mathematics. The results indicate that everyday life becomes a pedagogical territory when the educator recognizes, names, and documents mathematics as it already happens.
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