Resumo

STAUB, Joel; PAVANELLO, Regina Maria  e  BEZERRA, Renata Camacho. The initial training of the teacher who teaches mathematics in the early years: a bibliographic research. Acta Educ. [online]. 2025, vol.47, e62802.  Epub 01-Dez-2024. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v47i1.62802.

This article is an excerpt from the master's thesis in mathematics education, defended in 2021 and presents the results of a bibliographic research. Our objective was to identify how the teaching and learning process of mathematics in pedagogy degree courses, from 2016 to 2020, has been discussed in research, as well as, what are the main discussions carried out in relation to the difficulties faced by teachers of the Initial Years of Elementary School when teaching mathematics. This is a bibliographic research, developed from 49 (forty-nine) articles selected in national journals of Qualis A1, A2, and B1 and/or published in the Annals of the International Seminar on Research in Mathematics Education (SIPEM), of the National Meeting of Mathematics Education (ENEM) and the Paraná Meeting of Mathematics Education (EPREM). The research presents results that point to advances in the discussions about the teaching and learning of mathematics with the use of different methodologies during the Initial Education in Pedagogy, which has been providing resignifications of a personal and professional nature. However, there is still a predominance of difficulties arising from initial training, such as, for example, the little relationship between theory and practice, the lack of development and teaching of differentiated methodologies, concepts, and contents, which will be taught in the Initial Years, among others. Others that directly influence professional performance in the classroom.

Palavras-chave : initial formation; pedagogy; math.

        · resumo em Português | Espanhol     · texto em Português | Inglês     · Português ( pdf ) | Inglês ( pdf )