A matemática e as professoras dos anos iniciais: relações construídas por experiências e formação

Abstract

This study aims to understand which elements of their experiences and training influenced the existing relationships of early years teachers with the mathematics. This proposition started from the researcher's concerns about the teaching of Mathematics in the early years, experienced with tensions. As a methodological strategy for this qualitative investigation, an exploratory questionnaire was used as an instrument for data collection, administered via Google Forms, launched in WhatsApp groups composed of early years teachers, in order to obtain open and broad opinions on the subject. We received responses from 94 teachers. Guided by the analysis and systematization of of the exploratory research data, we formulated the questions that were part of the semi-structured interviews conducted with six teachers, graduates in Pedagogy, who teach in the early years of Elementary Education in schools in the Metropolitan Region of Belo Horizonte, Minas Gerais. Based on the conducted analyses, it was observed that the relationships the interviewed teachers established with mathematics are influenced by their experiences as students, considering the ease or difficulties they had with the subject, as well as the positive or negative attitudes of their teachers during that schooling period. Another significant factor influencing teaching practices was the experiences gained throughout their careers, as teachers gained more autonomy and confidence in their teaching roles. The interviews revealed that the classroom practices moved away from relying on old teaching methods used during the teachers' own schooling, and instead, they were influenced by experiences and knowledge acquired through professional development opportunities. Additionally, the research highlights that initial teacher training enlarge the knowledge of the subjects but fails to adequately prepare teachers to teach mathematics in the early years. Upon completing their undergraduate studies in Pedagogy, many teachers still faced the same difficulties they had before entering the course. Consequently, some teachers who do not have a positive relationship with mathematics may express discomfort in teaching it or even refuse to take on the responsibility, making the profession more challenging in the early years of Elementary Education. The study also emphasizes the need for the production of didactic materials to support mathematics teaching. Overall, this research reinforces the importance of continuous professional development for teachers as a mechanism to break the cycle of repeating practices that contribute little or nothing to the teaching of mathematics in the early years.