O Ensino de Matemática nos anos iniciais: prática docente e o uso de abordagens matematicamente potentes

Abstract

This article discuss the significance of Mathematics Teaching taking place intentionally, meaning that the teacher should have a strong conviction of their purposes and possess a precise understanding of their actions, the reasons behind them, and the specific skills they aim to foster in their students. In this context, we opted for a qualitative research approach characterized as a case study conducted in the early years of Elementary Education, specifically in a public school located in Paraíba, Brazil. Therefore, we have defined the general objective as presenting a comparative­analytical study based on the context of mathematically powerful approaches in a first­grade classroom of Elementary Education. Consequently, we have established specific objectives which include theoretically defining powerful approaches for teaching addition and identifying aspects in teaching practice that indicate the use of strategies related to powerful approaches for teaching and learning this mathematical operation. In light of this, the analyses find theoretical support in the studies by RIBEIRO (2021) and in the Base Nacional Comum Curricular (2018). Our study highlights that the teacher and their specialized knowledge play a fundamental role in the teaching and learning process. Furthermore, we emphasize the need to reassess both initial and ongoing training regarding mathematics education. The article consists of an introduction and a literature review section, aimed at approaching the reader with the studied topic. Next, we present the materials and methods section, where we describe the methodological aspects. Subsequently, we present the investigation's results and conclude with final considerations regarding the conducted analyses and discussions.