Teaching in the initial series: training and pedagogical practice of Math teachers

• Autor(a) principal: Teixeira, Cristiana Barra
• Data de Publicação: 2018
• Outros Autores: Oliveira, Guilherme Saramago de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Políticas em Debate
• Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/47534
• topic: Docência nas séries iniciais; Formação de professores; Prática pedagógica de Matemática; Teaching in the initial grades; Teacher training; Pedagogical Practice of Mathematics; Enseignement dans les notes initiales; Formation des enseignants; Pratique pédagogique des mathématiques

With the purpose of discussing teaching in the initial grades, reflecting on the formation and pedagogical practice of mathematics teachers, we developed this bibliographic study in the pursuit of the question: What are the nuances of teaching in the initial grades in view of the marks of formation and pedagogical practice of mathematics teachers? Around this purpose, the teaching discusses teaching in the initial years, pointing out that the polyvalence exercised by teachers is permeated by training gaps and in this sense, professionals face important challenges. We point out that mathematical knowledge has great importance in the formation of these teachers, without dissociating from didactics. It is necessary to do math, to know how and why to teach this discipline. Training focused on the development of research, research and questioning seeks to improve the ability to teach. In fact, teaching only learns by teaching, and every practice has a theory that supports it. It is important that the theory upon which we are based may potentiate in us the capacity for evaluation and critical reasoning.