Resumo

LIMA JUNIOR, Afonso Barbosa de  e  AZEREDO, Maria Alves de. CURRICULUM KNOWLEDGE OF GEOMETRY: a study with early years teachers. Revista Teias [online]. 2024, vol.25, n.76, pp.167-180.  Epub 07-Mar-2024. ISSN 1982-0305.  https://doi.org/10.12957/teias.2024.80128.

This article addresses the teaching of mathematics, specifically, the thematic axis of geometry. It aims to discuss the curricular knowledge of Geometry presented by teachers in the initial years. Methodologically, this is an empirical research, of a qualitative nature, carried out with 37 teachers from the early years, whose data interpretation was based on content analysis techniques. As a result, important questions were raised about what, when and why to teach geometry in the early years of schooling. The teachers highlighted different reasons for teaching geometry, such as: the presence of geometric content in everyday life, the development of geometric thinking and the appropriation of notions of location and displacement in space. The data showed that the teaching of geometric figures emerged as the main content addressed in the classroom. Furthermore, the teachers did not demonstrate working with floor plans, sketches and notions of laterality (left and right), which may indicate weaknesses in the teaching of geometry.

Palavras-chave : curriculum knowledge; geometry; mathematics teaching; early years.

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