A matemática no currículo da educação infantil: o que pensam as professoras

Abstract

This research deals with the presence of mathematics in the curriculum of the kindergarten. Their goal is to identify and analyze the concepts of teachers from primary school about mathematics in kindergarten. Therefore, we sought to understand the concepts of teachers about kindergarten, identify the mathematical concepts that teachers consider most important to be working with children in kindergarten and identify the formative experiences of teachers with math in kindergarten, seeking to understand how they believe that the knowledge from these experiences influence in their practice. The Theoretical Framework is grounded in the ideas of authors such as,Barbosa (2009) ; Cruz (2010) ; Monteiro (2010) and Oliveiraformosinho( 2001). The methodology consisted of semi-structured individual interviews, conducted with two teachers of preschool, focusing the math. The results show that working with the mathematics in kindergarten has been effected in a fragmented form, emphasizing certain themes, such as numbers and numbering system, while others, such as greatness and measures, are not even mentioned. Finally, it was observed that teacher education, both initial and continuing, does not seem so great influence of the teachers work with children and, more specifically with the mathematics, which leads to reflection on the need of training courses that take into account the specificities from teacher of young children.