A formação do professor para o ensino da linguagem matemática nos anos iniciais do ensino fundamental

Abstract

The debate surrounding the multiple languages present in the educational process of students in the literacy phase of the Early Years of Elementary School has been gaining increasing attention. In this context, the present study delves into and centers on mathematical language in order to understand its presence and importance in the life of every human being. Methodologically, this is an exploratory bibliographic research, which used academic works available in GT 19 of ANPEd and on Google Scholar. The research was conducted around September 2024 and focused on the training of pedagogy teachers for the teaching of mathematics and its aggregates in the Early Years of Elementary School. As a result of this study, we found, in the cited sources, fourteen articles that address the training of pedagogy teachers for mathematics teaching, along with mathematical language and its interfaces. The analysis of this research scope, after a full reading of the texts, allowed us to construct three categories and subsequently carry out inferential analysis based on the findings: a) the training of pedagogy teachers for mathematics teaching in the Early Years of Elementary School; b) mathematical language in the training of teachers in the Early Years of Elementary School; c) the teaching of mathematics in the Early Years of Elementary School from a playful and interdisciplinary perspective. These categories represent challenges for mathematics in the Early Years of Elementary School, so that we can recognize ourselves as co-responsible for the understanding, care, and teaching of this language, considering the multiple references that support educational practices in Early Childhood Education and the Early Years of Elementary School.