Resumo

GOMES, Alexandra. What mathematical knowledge for teaching in the early years? Challenges for training. Roteiro [online]. 2021, vol.46, e23839.  Epub 23-Mar-2021. ISSN 2177-6059.  https://doi.org/10.18593/r.v46i.23839.

Today there are many and varied challenges for the training of mathematics teachers. When you think of teachers in the early years, the challenges are even greater. On the one hand, these teachers are generalists, and are not exclusively mathematics teachers. On the other hand, the mathematical knowledge of these teachers is often devalued because it is believed that the mathematics that is taught in the early years is simple and consequently easy to teach. It is a wrong belief because, despite being elementary, this Mathematics is the foundation of future mathematical constructions and contains the rudiments of many important concepts of advanced branches of the discipline. Assuming that teacher's knowledge is central to the teaching and learning process, it is important to determine what mathematical knowledge(s) is necessary to teach. In this article we will focus our attention on the mathematical knowledge for teaching and present some research results that illustrate critical points and difficulties in the knowledge of (future) teachers and that point out clues to conceptualize teacher training.

Palavras-chave : Mathematical knowledge for teaching; Teacher training; Early years..

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