O Ensino da matemática nos anos iniciais

• Autor(a) principal: Ribeiro, Andressa Nataly [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203474; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-06-25/000915783.pdf
• topic: Matemática - Estudo e ensino; Professores - Formação; Fenomenologia; Mathematics Study and teaching

This research presents an investigation that focuses the teaching of mathematics in the early years. This is a qualitative research of phenomenological approach and involved, through interviews, teachers from the 1st to 5th year of a municipal school. Our intention is to express what is possible to understand about what are the practices adopted by teachers in the initial years to teach mathematics and what influences their choice?, A question that guides the way in research. From the transcription of interviews, we construct the ideographic and nomothetic analysis. More than phases of analysis, they are movements that allow one to expose individual comprehension, relative to each teacher's say, and general, with convergences of sense and meaning to say what in this group of teachers is understood. With this movement of analysis, we have seen that, although teachers make use of manipulative materials in their classes and emphasize the importance of changing the way they teach mathematics, they are faced with obstacles to the teaching of this discipline: teaching and not just auxiliary material? These obstacles show that, despite the quest that many profess to undertake, their initial training is not enough for them to know the mathematics they will teach