Formação matemática de professores dos anos iniciais do ensino fundamental e suas compreensões sobre os conceitos básicos da aritmética

Abstract

The present work is a case study built on indagations about difficulties in the

mathematics teaching-learning process, especially in the first years of elementary school. The

research focused on the formation for mathematics’ teachers who work in the initial series

because these teachers do not have specific formation and carry the great responsibility of

teaching first mathematical concepts to kids. The general aim of this study was to analyse

those teachers’ comprehension about Mathematics and about the basic arithmetic concepts.

To support the research a theoretical referential divided into two axles was presented. The

former dealt with considerations about the mathematic formation during the Brazilian course

of studier for teachers formation (called Curso Normal) and about the knowledge teachers

have when it comes to arithmetic concepts. The latter dealt with the construction of the

logical-mathematical thinking and of the development of abstract according to Piaget, as well

as with Arithmetics in the evaluations of basic education in Math. The qualitative approach

was adopted and the investigation was done with 27 female elementary school teachers who

work with the initial series in a private school in São João de Meriti, Rio de Janeiro, Brazil.

All the teachers who took part in the research graduated in the Curso Normal of the

institution. The study was based on questionnaires, participative observation during the

meetings, direct observation of continued formation, analysis of the course plans and

interviews. Data show that teachers should deepen their knowledge about the decimal numeral

system, the four fundamental operations and the relationship between these concepts.