The Challenge of Primary School Teachers for Teaching Mathematics According to the NCCB

• Autor(a) principal: Pertile, Karine
• Data de Publicação: 2020
• Outros Autores: Justo, Jutta Cornelia Reuwsaat
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Revista
• Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/54064
• topic: Educação Matemática; Anos Iniciais do Ensino Fundamental; Formação Continuada de Professores; Base Nacional Comum Curricular; Mathematics Education; Continuing Education; Primary School; Common National Curriculum Base; Educación Matemática; Formación continua de profesores; Años Iniciales de la Enseñanza Fundamental; Base Nacional Común Curricular

This article objective to contribute to the discussion on the National Common Curricular Base (NCCB). In addition to critically discussing the document, based on critical analyzes already carried out, it presents the view of pedagogical supervisors about the challenge to be faced by teachers in the primary school to teach Mathematics according of NCCB. The study, characterized as action research, was realized by a discussion group with pedagogical supervisors from the primary school in a city in the interior of Rio Grande do Sul. The analysis of the data took place through the Discursive Textual Analysis. The supervisors understand that teachers in the primary school need to have knowledge of content, didactic knowledge of the content and knowledge of the curriculum to teach Mathematics, but claim that they do not have it, it can have repercussions on the learning process.