Banca de DEFESA: IVONETE FERREIRA LOPES

magnitudes and Measures: mathematical knowledge for teaching mobilized by early childhood teachers

Child education; magnitudes and Measures; mathematical knowledge

This research aimed to understand the mathematical knowledge for teaching mobilized by Kindergarten teachers in relation to magnitudes and measures. As a theoretical model, we used the mathematical knowledge for the teaching of Ball and his collaborators (2008). The methodology adopted here was of a qualitative nature, which had as instruments for data collection a semi-structured interview, the exploration of a paradidactic book and a list with suggested materials, in which the teachers would have to choose one and list a strategy. For data analysis, we used Content Analysis, proposed by Bardin (1977). The categories used were the six subdomains of mathematical knowledge for teaching and we established criteria for their analysis. As results obtained, we perceive, from the answers given, the mobilization of all subdomains of mathematical knowledge for teaching, but with some weaknesses in relation to the difference between subjects and measurement units. In this sense, we perceive the need for continuing education for teachers at this stage of schooling, with the objective of minimizing some difficulties in relation to the exploration of magnitudes and measures in Early Childhood Education.