EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS

Bibliographic Details
Main Author: Silva Meneguete, Hemilyn da
Publication Date: 2021
Other Authors: Hernandes Turke , Nathália, Meneghello Passos, Marinez
Format: Article
Language: por
eng
Source: Revista Prática Docente
Download full: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/339
Summary: This research started from the guiding questions: What are the difficulties encountered by teachers of the initial years of Elementary School in the face of the subject of mathematics? How can these difficulties be overcome? Thus, the research aimed to identify the difficulties encountered by teachers in the initial years of Elementary School in relation to the discipline of mathematics, highlighting how they were overcome. The data was collected through the application of a questionnaire to 07 teachers working in the initial years of Elementary School, and was analyzed through Content Analysis. Three categories emerged: (C1) Reports of personal experiences in relation to the subject of mathematics; (C2) Overcoming difficulties in mathematics; (C3) Academic suggestions for teacher education. From the results found, it was noted that in-service education, the exchange of experiences and the availability of materials that address mathematical content are factors that directly affect overcoming the difficulties with the subject.
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spelling EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICSFORMACIÓN DE PROFESORES/AS DE LOS PRIMEROS AÑOS DE LA ESCUELA PRIMARIA ANTE LA SUPERACIÓN DE LAS DIFICULTADES EN MATEMÁTICASFORMAÇÃO DO/A PROFESSOR/A DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL FRENTE À SUPERAÇÃO DAS DIFICULDADES EM MATEMÁTICAFormação InicialFormação ContinuadaEnsino de MatemáticaPre-service EducationIn-service EducationMathematics TeachingFormación InicialEducación ContinuaEnseñanza de las MatemáticasThis research started from the guiding questions: What are the difficulties encountered by teachers of the initial years of Elementary School in the face of the subject of mathematics? How can these difficulties be overcome? Thus, the research aimed to identify the difficulties encountered by teachers in the initial years of Elementary School in relation to the discipline of mathematics, highlighting how they were overcome. The data was collected through the application of a questionnaire to 07 teachers working in the initial years of Elementary School, and was analyzed through Content Analysis. Three categories emerged: (C1) Reports of personal experiences in relation to the subject of mathematics; (C2) Overcoming difficulties in mathematics; (C3) Academic suggestions for teacher education. From the results found, it was noted that in-service education, the exchange of experiences and the availability of materials that address mathematical content are factors that directly affect overcoming the difficulties with the subject.Esta investigación partió de las preguntas orientadoras: ¿Cuáles son las dificultades que encuentran los docentes en los primeros años de la escuela primaria frente a la temática matemática? ¿Cómo se pueden superar estas dificultades? Así, tuvo como objetivo identificar las dificultades encontradas por los/las docentes en los primeros años de la escuela primaria en relación con la disciplina de las matemáticas, destacando cómo fueron superadas. Los datos fueron recolectados a partir de la aplicación de un cuestionario a 07 docentes que trabajaban en los primeros años de la escuela primaria, y analizados a la luz del Análisis de Contenido. Surgieron tres categorías: (C1) Informes de experiencias personales en relación con la asignatura de matemáticas; (C2) Superación de dificultades en matemáticas; (C3) Sugerencias académicas para la formación del profesorado. De los resultados encontrados, se encontró que la formación continua, el intercambio de experiencias y la disponibilidad de materiales que abordan contenidos matemáticos son factores que inciden directamente en la superación de dificultades con la disciplina.Esta pesquisa partiu das questões norteadoras: Quais as dificuldades encontradas por docentes dos anos iniciais do Ensino Fundamental frente à disciplina de matemática? De que maneira estas dificuldades podem ser superadas? Assim, teve como objetivoidentificar as dificuldades encontradas por professores/as dos anos iniciais do Ensino Fundamental frente à disciplina de matemática, destacando de que modo foram superadas. Os dados foram coletados a partir da aplicação de um questionário para 07 docentes atuantes nos anos iniciais do Ensino Fundamental, e analisados à luz da Análise de Conteúdo. Emergiram 03 categorias: (C1) Relatos das vivências pessoais em relação à disciplina de matemática; (C2) Superação das dificuldades em matemática; (C3) Sugestões acadêmicas para a formação docente. A partir dos resultados encontrados, verificou-se que a formação continuada, a troca de experiências e a disponibilidade de materiais que abordam os conteúdos matemáticos são fatores que afetaram diretamente a superação das dificuldades com a disciplina.Revista Prática Docente2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMathematicsMatemáticasMatemáticaapplication/pdfapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/33910.23926/RPD.2021.v6.n2.e051.id1069Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e051Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e051Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e0512526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporenghttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/339/331https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/339/332Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSilva Meneguete, Hemilyn daHernandes Turke , Nathália Meneghello Passos, Marinez2023-05-30T00:40:19Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/339Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-05-30T00:40:19Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
FORMACIÓN DE PROFESORES/AS DE LOS PRIMEROS AÑOS DE LA ESCUELA PRIMARIA ANTE LA SUPERACIÓN DE LAS DIFICULTADES EN MATEMÁTICAS
FORMAÇÃO DO/A PROFESSOR/A DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL FRENTE À SUPERAÇÃO DAS DIFICULDADES EM MATEMÁTICA
title EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
spellingShingle EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
Silva Meneguete, Hemilyn da
Formação Inicial
Formação Continuada
Ensino de Matemática
Pre-service Education
In-service Education
Mathematics Teaching
Formación Inicial
Educación Continua
Enseñanza de las Matemáticas
title_short EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
title_full EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
title_fullStr EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
title_full_unstemmed EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
title_sort EDUCATION OF TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
author Silva Meneguete, Hemilyn da
author_facet Silva Meneguete, Hemilyn da
Hernandes Turke , Nathália
Meneghello Passos, Marinez
author_role author
author2 Hernandes Turke , Nathália
Meneghello Passos, Marinez
author2_role author
author
dc.contributor.author.fl_str_mv Silva Meneguete, Hemilyn da
Hernandes Turke , Nathália
Meneghello Passos, Marinez
dc.subject.por.fl_str_mv Formação Inicial
Formação Continuada
Ensino de Matemática
Pre-service Education
In-service Education
Mathematics Teaching
Formación Inicial
Educación Continua
Enseñanza de las Matemáticas
topic Formação Inicial
Formação Continuada
Ensino de Matemática
Pre-service Education
In-service Education
Mathematics Teaching
Formación Inicial
Educación Continua
Enseñanza de las Matemáticas
description This research started from the guiding questions: What are the difficulties encountered by teachers of the initial years of Elementary School in the face of the subject of mathematics? How can these difficulties be overcome? Thus, the research aimed to identify the difficulties encountered by teachers in the initial years of Elementary School in relation to the discipline of mathematics, highlighting how they were overcome. The data was collected through the application of a questionnaire to 07 teachers working in the initial years of Elementary School, and was analyzed through Content Analysis. Three categories emerged: (C1) Reports of personal experiences in relation to the subject of mathematics; (C2) Overcoming difficulties in mathematics; (C3) Academic suggestions for teacher education. From the results found, it was noted that in-service education, the exchange of experiences and the availability of materials that address mathematical content are factors that directly affect overcoming the difficulties with the subject.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Mathematics
Matemáticas
Matemática
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/339
10.23926/RPD.2021.v6.n2.e051.id1069
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/339
identifier_str_mv 10.23926/RPD.2021.v6.n2.e051.id1069
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/339/331
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/339/332
dc.rights.driver.fl_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e051
Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e051
Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e051
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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