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

Detalhes bibliográficos
Autor(a) principal: Meneguete, Hemilyn da Silva
Data de Publicação: 2021
Outros Autores: Turke, Nathália Hernandes, Passos, Marinez Meneghello
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1069
Resumo: 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 TEACHERSOF 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 MATEMÁTICASEDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICSInitial FormationContinuing EducationMathematics TeachingFormación InicialEducación ContinuaEnseñanza de las MatemáticasFormação InicialFormação ContinuadaEnsino de MatemáticaThis 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.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.Revista Prática Docente2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMatemáticaMatemáticaMatemáticaapplication/pdfapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/106910.23926/RPD.2021.v6.n2.e051.id1069Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): May to August 2021; e051Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; 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:IFMTporenghttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1069/530http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1069/531Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMeneguete, Hemilyn da SilvaTurke, Nathália HernandesPassos, Marinez Meneghello 2022-06-03T13:02:33Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1069Revistahttp://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:2022-06-03T13:02:33Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv EDUCATION OF TEACHERSOF 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
EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
title EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
spellingShingle EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
Meneguete, Hemilyn da Silva
Initial Formation
Continuing Education
Mathematics Teaching
Formación Inicial
Educación Continua
Enseñanza de las Matemáticas
Formação Inicial
Formação Continuada
Ensino de Matemática
title_short EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
title_full EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
title_fullStr EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
title_full_unstemmed EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
title_sort EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS
author Meneguete, Hemilyn da Silva
author_facet Meneguete, Hemilyn da Silva
Turke, Nathália Hernandes
Passos, Marinez Meneghello
author_role author
author2 Turke, Nathália Hernandes
Passos, Marinez Meneghello
author2_role author
author
dc.contributor.author.fl_str_mv Meneguete, Hemilyn da Silva
Turke, Nathália Hernandes
Passos, Marinez Meneghello
dc.subject.por.fl_str_mv Initial Formation
Continuing Education
Mathematics Teaching
Formación Inicial
Educación Continua
Enseñanza de las Matemáticas
Formação Inicial
Formação Continuada
Ensino de Matemática
topic Initial Formation
Continuing Education
Mathematics Teaching
Formación Inicial
Educación Continua
Enseñanza de las Matemáticas
Formação Inicial
Formação Continuada
Ensino de Matemática
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
Matemática
Matemática
Matemática
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1069
10.23926/RPD.2021.v6.n2.e051.id1069
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1069
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 http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1069/530
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1069/531
dc.rights.driver.fl_str_mv Copyright (c) 2020 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) 2020 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): May to August 2021; e051
Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; 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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