KNOWLEDGE OF TEACHERS WHO TEACH MATHEMATICS IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

This article is an excerpt from a master's research project that presented as a central element of investigation the knowledge of mathematics teachers who work in basic education. The objective of this text is to discuss the knowledge of mathematics teachers in the early years of elementary school and the relationship of this knowledge with students' learning difficulties. As a methodological support, the research is based on a comprehensive approach, as it focuses on the study of teacher training for the analysis and reflection of the material collected from six teachers in the early years of elementary school. The research used semi-structured interviews and analysis of the data collected. It is concluded that initial teacher training courses contribute significantly to the exercise of teaching in mathematics; however, the participants emphasize that there are still gaps in the training process, so that the initial training was not capable of preparing them to exercise their pedagogical practice