BELIEFS, CONCEPTIONS AND KNOWLEDGE OF AGENTS INVOLVED WITH MATHEMATICS TEACHING IN ELEMENTARY SCHOOL – EARLY YEARS

• Autor(a) principal: Coutinho Murback Maggioni, Cássia Edmara
• Data de Publicação: 2022
• Outros Autores: Goldoni Estevam, Everton José
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• DOI: 10.4025/tpe.v25i1.60739
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/60739
• topic: Beliefs, Conceptions and Knowledge. Mathematics Educations. BNCC.; Creencias, Concepciones y Conocimientos. Educación Matemática. BNCC.; Crenças, Concepções e Conhecimentos. Educação Matemática. BNCC.

This study investigates which beliefs, conceptions, and knowledge regarding Mathematics teaching in Early Years guide the professional practice using the common national curriculum base (BNCC) as reference. It had as data production context a collective interview (focus group) with eight teachers and three individual interviews with two pedagogical coordinators and a municipal secretary of education. Results suggest a formalistic view of Mathematics as prevalent, emphasis on teaching Numbers and Operations, also learning as mastering contents. These results indicate lack of training actions by the municipality for teaching Mathematics and reverberate the need for establish collective spaces addressed to and by practice involving managers and teachers. The objective should evoke reflections on challenges, dilemmas, and uncertainties to foment professional development. Therefore, it mobilizes a mutual commitment (managers and teachers) with in-service training for Mathematics teachers.