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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...

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Principais autores: Mitsuuchi, Jéssica Tomiko Araújo, Zimer, Tania Teresinha Bruns, Camargo, Sérgio
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2023
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/16347
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spelling peri-article-163472024-05-01T10:05:55Z Teaching knowledge for the mathematics teach in the initial years: an overview of brazilian researches Conhecimentos docentes para o ensino de matemática nos anos iniciais: um esboço do panorama das pesquisas brasileiras Mitsuuchi, Jéssica Tomiko Araújo Zimer, Tania Teresinha Bruns Camargo, Sérgio Educação; Ensino-Aprendizagem Conhecimentos docentes; Ensino de Matemática; Anos Iniciais; Mapeamento Sistemático. Teacher Knowledge; Mathematics Teaching; Elementary School; Systematic Mapping 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. Há uma ampla discussão acerca do que o professor deve conhecer para exercer sua profissão. Assim, perante a multiplicidade de perspectivas teóricas e pesquisas que tratam sobre o conhecimento docente, este artigo tem como objetivo esboçar uma compreensão sobre o panorama das pesquisas brasileiras publicadas em periódicos acerca dos conhecimentos docentes para o ensino de Matemática nos Anos Iniciais do Ensino Fundamental, observando tendências de pesquisas e temáticas recorrentes, por meio dos princípios do mapeamento sistemático. Foram estabelecidas como questões de pesquisa: (a) Quais as temáticas têm sido investigadas e relacionadas aos conhecimentos docentes para o ensino de Matemática nos Anos Iniciais?, (b) Quais as bases teóricas que subsidiam as pesquisas relacionadas aos conhecimentos docentes? e (c) Quais são e como são interpretados os conhecimentos docentes para o ensino de Matemática nos Anos Iniciais indicados nos resultados das pesquisas?. A coleta de dados foi realizada no Portal de Periódicos CAPES e, após a identificação das áreas de Matemática e Educação e da aplicação de critérios de seleção e exclusão, o corpus foi composto por 14 artigos, publicados entre 2008 e 2021. As análises indicam que as temáticas dos artigos envolvem, em sua maioria, a unidade temática de Números, tomando como referencial teórico as categorias de conhecimento docente propostas por Shulman, e as interpretações de Ball para o ensino de Matemática. Os resultados das pesquisas evidenciam lacunas e dificuldades nas categorias de conhecimento do conteúdo, conhecimento pedagógico do conteúdo e conhecimento curricular do professor dos Anos Iniciais do Ensino Fundamental, ressaltando a preocupação com a Formação Inicial. Universidade Tecnológica Federal do Paraná (UTFPR) 2023-04-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Mapeamento sistemático application/pdf http://periodicos.utfpr.edu.br/actio/article/view/16347 10.3895/actio.v8n1.16347 ACTIO: Teaching in Sciences; v. 8, n. 1 (2023); 1-22 ACTIO: Docência em Ciências; v. 8, n. 1 (2023); 1-22 2525-8923 10.3895/actio.v8n1 por http://periodicos.utfpr.edu.br/actio/article/view/16347/9514 http://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/16347/2896 Direitos autorais 2023 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Mitsuuchi, Jéssica Tomiko Araújo
Zimer, Tania Teresinha Bruns
Camargo, Sérgio
spellingShingle Mitsuuchi, Jéssica Tomiko Araújo
Zimer, Tania Teresinha Bruns
Camargo, Sérgio
Teaching knowledge for the mathematics teach in the initial years: an overview of brazilian researches
author_sort Mitsuuchi, Jéssica Tomiko Araújo
title Teaching knowledge for the mathematics teach in the initial years: an overview of brazilian researches
title_short Teaching knowledge for the mathematics teach in the initial years: an overview of brazilian researches
title_full Teaching knowledge for the mathematics teach in the initial years: an overview of brazilian researches
title_fullStr Teaching knowledge for the mathematics teach in the initial years: an overview of brazilian researches
title_full_unstemmed Teaching knowledge for the mathematics teach in the initial years: an overview of brazilian researches
title_sort teaching knowledge for the mathematics teach in the initial years: an overview of brazilian researches
description 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.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2023
url http://periodicos.utfpr.edu.br/actio/article/view/16347
_version_ 1805535720498003968
score 10,814766

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