PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS

Abstract

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.