MATHEMATICS LEARNING IN THE FIRST THREE YEARS OF ELEMENTARY SCHOOL: REFLECTIONS OF INITIAL TEACHER TRAINING

Abstract

Through a context in which there is no specific continuing education movement for teachers who teach mathematics, this text sought to present a discussion about the scenario of mathematical learning in the first three years of Elementary School, teaching methodologies of mathematics as a reflection of the initial teacher training. The genesis of the data on which the discussion of this theme is based, is an action of continuing education that was experienced together with teachers who work in the first three years of the fundamental stage of Basic Education. Continuing education focused on two movements: reflect on teaching methodologies practiced in the classroom as an object resulting from initial training, and analyze the reflexes of these in the development of mathematical learning. For these purposes, based on contemporary epistemological conceptions, studies and debates were conducted on the themes, and as a way to examine the learning, It was used a list of situations of mathematical problem resolution to which it was applied to students of the 4th year of elementary school. Thus, the reflections and discussions built in the group under the light of this triple observatory (initial training, teaching methodology and mathematical learning) produced evidence that points to a scenario configured by dense challenges regarding mathematical learning in the first three years of elementary school, and consequently to the need for continuing education programs of teachers who work in the early years and so they teach math.