Teaching knowledge for the mathematics teach in the initial years: an overview of brazilian researches
There is a large discussion about what teachers have to know to exert his profession. Thus, in front of the multiplicity of theoretical perspectives and researches that treat about teaching knowledge, this article aims to delineate an understanding about the viewpoint of brazilian researches publish...
| Principais autores: | Mitsuuchi, Jéssica Tomiko Araújo, Zimer, Tania Teresinha Bruns, Camargo, Sérgio |
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| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná (UTFPR)
2023
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| Acesso em linha: |
http://periodicos.utfpr.edu.br/actio/article/view/16347 |
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| Resumo: |
There is a large discussion about what teachers have to know to exert his profession. Thus, in front of the multiplicity of theoretical perspectives and researches that treat about teaching knowledge, this article aims to delineate an understanding about the viewpoint of brazilian researches published in journals about teacher knowledge for the teaching of Mathematics in the Early Years of the Elementary School, observing trends in research and recurring themes, through tenets of systematic mapping. It were established as questions of research: (a) What themes have been investigated and related to teacher knowledge for the teaching of Mathematics in the Early Years? (b) What are the theoretical foundations that support research related to teacher knowledge? and (c) what and how are interpreted the teaching knowledge for teaching Mathematics in the early years of Elementary School stated in the results of research?. The collection of data was carried out on the CAPES Journals Portal and, after identifying the Mathematics and Education areas and applying selection and exclusion criteria, the corpus was composed of 14 articles published between 2008 and 2021. The analyses indicate that the themes of the articles mostly involve the thematic unit of Numbers, taking as a theoretical reference Shulman's proposed categories of teacher knowledge and Ball's interpretations for teaching Mathematics. The research results evidence gaps and difficulties in the categories of content knowledge, pedagogical content knowledge, and curricular knowledge of teachers in the EarlyYears of Elementary Education, highlighting the concern with Initial Education. |
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