Ensino de matemática nos anos iniciais do ensino fundamental: formação de pedagogos e prática de sala de aula na cidade de Conde/PB

Abstract

This paper discusses the difficulties of the pedagogues when they come to the teaching of Mathematics in the initial years of elementary school in the transition from training to the classroom in the city of Conde-PB. Research conducted at the Municipal Registry of Conde-PB located on Highway PB-018 km 3 s / n, Centro. Having as objectives: To describe the difficulties faced by the pedagogues in relation to the subject of Mathematics in relation to the contents of teaching; Reflect on the teaching of mathematics in the initial grades; To analyze the possible causes of these difficulties encountered by the undergraduates and teachers of the municipality of Conde / PB. The theoretical basis was composed by the main authors Azerêdo (2012); Curi (2005); Cantini, et al. (2006) Junckes (2013); Lakatos (2003); Marques (2013); Pereira, et. Al (2012); Prodanov & Freitas (2013); Minayo (2001), discussing Pedagogue Formation; Teaching practice; The pedagogical reality experienced by undergraduates in pedagogy in Mathematics; Continuing Education for Teachers of Pedagogy in the discipline of Mathematics and Technology and Discursive Analysis on teaching practice and teaching of mathematics in the initial years of elementary education. This work is the type of qualitative research, and as methodology the use of a structured questionnaire for data collection. From the result of the analysis of the data it is evident that there are difficulties faced by the pedagogues of this municipality when teaching mathematics in the initial years of elementary education and that the possible causes are insufficient load for this curricular component in the course of Pedagogy