Subsidiando a formação do professor de matemática dos anos iniciais do Ensino Fundamental

Abstract

This paper analyzes the initial formation of the mathematics teacher of the early years of elementary school. Our research questions are organized around the questions of how to subsidize this formation, and we present as main objective, to understand the process of mathematical formation of pedagogues in the Mathematics Teaching discipline. The theoretical framework used includes the studies of Santos (2007, 2015, 2016, 2017, 2018), Borges Neto and Santos (2006) and Alarcão (2005). The investigation was carried out through the theoretical-methodological approach of qualitative research. The fieldwork took place from March to June 2019, in room 11 of the Faculty of Education of the Federal University of Ceará (FACED / UFC). During the classes of the Pedagogy Mathematics Teaching course, the fieldwork was developed by the empirical study of the academic reality, through observations of the practices of the subject teacher, within the assumptions of the teaching methodology Sequence Fedathi (SF) and the perspectives of the students regarding the discipline. As a data collection instrument, we use the field diary. The results of this study show the effectiveness of the SF methodology for Mathematics Teaching and the expectations of the students of the Pedagogy Mathematics Teaching discipline in relation to this discipline are focused on how to learn how to teach mathematics to children and about their contents, as well as showing fear and repulsion to mathematics due to previous experiences.