This article aims to analyze the challenges faced by pedagogues in Mathematics teaching in the early years of Elementary Education, considering aspects related to their training and the pedagogical practices developed in the school context. The discussion is based on the understanding that Mathematics teaching plays an important role in students’ education, contributing to the development of logical reasoning, problem-solving skills, and citizenship. In this sense, the study discusses challenges related to Mathematics education in Pedagogy programs, the space allocated to Mathematics in the curriculum, and the conceptions that guide teaching practices. Based on the literature analyzed, it is evident that the challenges faced by pedagogues are not limited to mastery of mathematical content but also involve educational, methodological, and structural aspects that affect pedagogical practice. The need for practices that promote understanding, reflection, problem solving, and connections between Mathematics and students’ everyday lives is also highlighted. It is concluded that strengthening the pedagogical training in Mathematics is relevant to the development of more meaningful teaching practices in the early years of Elementary Education.
Dalilla Xavier Gáspio Michael, Aline de Aquino Carvalho de Paula, Gabriela Costa e Silva et al.· Revista de Estudos Interdisc...· 0 citations
This article aims to analyze the challenges and possibilities of using playful practices in Mathematics teaching. It addresses the question of how teaching practices based on playful activities can contribute to learning, fostering students’ participation and understanding of mathematical content. The research is characterized as bibliographic, with a qualitative approach, based on studies on Mathematics teaching, teacher education, and the use of games and playful activities in the school context. The discussions indicate that games can contribute to changing students’ perceptions of Mathematics, fostering interest, participation, creativity, and the development of problem-solving strategies. However, the use of playful practices is also related to teacher education, since implementing differentiated methodologies requires mathematical and pedagogical knowledge. It is concluded that playful activities constitute a pedagogical possibility for making Mathematics teaching more meaningful, provided that they are aligned with learning objectives and teacher education.
Gonçalves Zielinski Suelma dos Santos, Millena Rodrigues Barbosa, Dayanne Leite Souza Belfort et al.· Revista de Estudos Interdisc...· 0 citations