Identidade versus ensinar docente: verificação docente do ensinara matemática nas séries iniciais do ensino fundamental
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Allan Gomes dos Santos [2] ; Luis Ortiz Jimênez [1]
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[1] Universidad de Almería
Universidad de Almería
Almería, España
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[2] Universidade Autônoma de Assunção
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- Localización: Perpetuum mobile: conocimiento, investigación e innovación en la sociedad actual / coord. por Caterina Martínez Martínez, Dari Escandell Maestre, 2023, ISBN 978-84-19690-22-7, págs. 47-61
- Idioma: portugués
- Enlaces
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Resumen
This work seeks to analyze the identification of professors with the subject of Mathematics whenteaching in the early years of Elementary School. We sought to verify the teacher’s identification with mathematics associated with the feeling of liking and, therefore, the challenges faced with teaching mathematicswithout having an affinity for their craft. Through a descriptive development in the form of a survey researchwith a quantitative focus, the closed questionnaire was used as data collection procedures. Data analysis wasdeveloped with the theoretical support of four investigative axes, such as: Teaching knowledge; Teachingskills; Significant learning and teaching professional identity. The analysis of the results revealed that, amongthe percentages found, our target audience lacks identification in their teaching work and in their pedagogicalpraxis, and also a feeling of not liking the area of mathematics with indications of distancing from previousand current training., a fundamental point so that the link between their previous knowledge and their trainingprocesses encourage a path towards teaching with more dedication, feeling and love. At the same time, theresearch brings valuable contributions to thinking about teaching mathematics without teacher identificationand its consequences for future studies, raising new perspectives and ways of thinking about the process oflearning mathematics among students.
