Convergences and divergences between the teaching of Mathematics in the Degree in Pedagogy and in the early years of Elementary School

Abstract

This article presents partial data from a Master's dissertation on teacher training who teaches Mathematics in the early years. It is limited to the specific objective of analyzing convergences and divergences between mathematical knowledge acquired in Licentiate Degree courses in Pedagogy and those developed in practice by teachers in the early years of Elementary School. Methodologically, it performs a Discursive Textual Analysis of answers given to a questionnaire answered by ten teachers from the early years who teach in public schools in Porto Alegre, RS. Starting from three a priori categories of teaching knowledge, namely: content knowledge; pedagogical content knowledge; and, curricular knowledge, 14 subcategories emerged about the mathematical knowledge acquired in Pedagogy courses and those developed in practice by the teachers of the initial years participating in the research. The analysis shows that early years teachers develop more content knowledge related to Mathematics in their practice than they acquire in their initial training. Also, they modify, during the teaching of Mathematics in the early years, pedagogical knowledge and curricular knowledge acquired in the Degree in Pedagogy courses.