TEACHING LEARNING AND TRAINING TEACHERS WHO TEACH MATHEMATICS: A LITERATURE REVIEW

• Autor(a) principal: Negrão, Felipe da Costa
• Data de Publicação: 2023
• Outros Autores: Gonzaga, Amarildo Menezes, Azevedo, Rosa Oliveira Marins, Anic, Cinara Calvi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14854
• topic: Formação Inicial; Matemática; Professor Polivalente; Formación inicial; Matemáticas; Profesor Polivalente; Initial formation; Math; Multipurpose Teacher

This article aimed to identify the scientific production on teaching learning and initial training in research with polyvalent teachers who teach Mathematics. The concept of polyvalent teachers applies to teachers trained in Pedagogy with qualifications to teach in Early Childhood Education and in the Early Years of Elementary Education. Methodologically, a literature review protocol was adopted with the string “teaching learning” AND “initial training” AND “teachers who teach Mathematics” from 2017 to 2022 in works written in Portuguese available at the Brazilian Digital Library of Theses and Dissertations (BDTD). This protocol consisted of inclusion and exclusion criteria, in addition to guiding questions that supported the qualitative analysis of the productions. Therefore, three surveys were selected and analyzed based on the interpretative bias of Creswell's spiral (2014), which led us to the composition of two analytical categories: a) teaching learning; and b) initial training of teachers who teach Mathematics. The results of these surveys reinforce the importance of initial training for polyvalent teachers who teach Mathematics, based on teaching strategies that integrate mathematical, didactic and pedagogical knowledge. In addition, there is a need to encourage awareness that teacher professional development is continuous.