Formação inicial de professores que ensinam matemática: as dificuldades dos alunos de pedagogia construídas na educação básica

Abstract

The teaching of Mathematics is essential for the logical and critical development of students, but many still face difficulties or insecurities regarding the subject, both in Basic Education and in Higher Education. In this sense, the present study aims to analyze the difficulties encountered by Pedagogy students in teaching Mathematics in the early years of Elementary School, investigating how Mathematics teaching in Basic Education contributes to these difficulties and the impacts these experiences have on the training and confidence of future teachers. The specific objectives are: to point out how the teaching of Mathematics in Basic Education can influence the difficulties faced in the initial training of Pedagogy students; and to understand what Pedagogy students say about possible strategies that may help in the training of teachers who will teach Mathematics in the early years. The literature review was based on authors such as Pais, Bittar and Freitas (2013) and Ponte (2023), who highlight the need for teacher training that integrates theory and practice in a contextualized and dynamic way, aiming not only at content transmission but also at the development of effective pedagogical skills. The methodology adopted was qualitative, using questionnaires and interviews conducted with Pedagogy students to understand their trajectories and perceptions regarding Mathematics teaching. The research revealed that, although the Pedagogy course offers some practical experiences, such as internships, students’ insecurities persist, largely due to the limited time available and the difficulty of applying theory to practice. The results indicate that the Mathematics Degree program presents significant gaps, with an excessive emphasis on technical content, often disconnected from pedagogical practice, perpetuating the cycle of insecurity among future teachers. Therefore, initial training needs to be rethought, both in Pedagogy and Mathematics Degree programs, by better integrating theory with practice, reinforcing essential content, and promoting active methodologies that foster more meaningful and accessible Mathematics.