A formação do professor de matemática para o ensino fundamental

Abstract

This research constitutes a analyze on the importance of the formation of the mathematics teacher and with new pedagogical practices to be inserted in the teaching-learning process in elementary school, teaching mathematics is a very complex activity, because generally this subject is the one that most concerns and causes fear to the students, due to the fact of dealing with numbers and calculations, for the teacher is a great challenge, but always considering the importance of this matter for the students, being necessary a reorganization and the application of new methods in the teaching to propagate and leave the most interesting knowledge, avoiding failures since the process of their formation, to apply their knowledge to students and that they really learn, strengthening the link between student and teacher, so that both can express their opinions on mathematics, avoiding accumulating doubts . The objective of this research is to conduct a study for a better understanding and the relevance of the formation of the mathematics teacher, in addition to pedagogical insertion as a way to contribute with the teachings in elementary school. The method applied to carry out this study consists of a bibliographic research in which the author, through incessant research in journals, academic works and virtual materials, was able to present his perception about the theme developed, using keywords to obtain more information and files. The results of the study allowed to know and clarify some essential points of great importance for students and teachers, emphasizing the need for adequate training of the latter so that they can spread their knowledge more easily and that the listener really learns, observing the students' interest in class. In order for there to be effective learning of mathematics, it is essential that the teacher has good training, in addition to making the subject important so that the improvement of the teacher's action is offered, building a dialogue between the student and the teacher.