O desafio dos professores dos Anos Iniciais para o ensino da Matemática conforme a BNCC

Pertile, Karine; Justo, Jutta Cornelia Reuwsaat

doi:10.14393/er-v27n2a2020-10

Cited by 3 publications

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“…Another factor that may be influencing the lack of confidence is the teachers' difficulty with the objects of knowledge of the discipline itself, and Pertile and Justo (2020) demonstrate that teachers seem to lack the mathematical knowledge necessary for all processes. It is important to emphasise that the lack of confidence that mathematics teachers present in applying the BNCC concepts in the classroom is directly related to the misunderstanding expressed by teachers in specific areas of the curricular document.…”

Section: Figurementioning

confidence: 99%

The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

Souza

Lopes

2021

Acta Sci.

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Background: The curricular structure of Brazilian basic education has changed in recent years. With the promulgation of the National Common Curricular Base (BNCC) for elementary and high school education, there is a need to change the curricula of state and municipal networks, which takes place precisely with the actual implementation in schools. Objective: To understand the view of mathematics teachers on capacity and knowledge they must have for the effective application of the BNCC in the classroom considering all the requirements, especially the skills and competencies that contemplate the curricular base. Design: Applied work, with quantitative bias, as the work presents statistical analyses. Setting and participants: Twenty-four high school mathematics teachers of the state network of the municipality of Itumbiara-GO. Data collection and analysis: Questionnaire applied to mathematics teachers, with percentage and inferential analyses such as Cronbach’s Alpha and correlation test. Results: The teachers believe that they know well the specific competencies and skills required in mathematics and its technologies, but they do not know well other areas of the BNCC and feel very insecure about applying these concepts in class. Conclusions: We noticed that the teachers play a fundamental role in implementing the BNCC in schools successfully, requiring pedagogical support such as formative courses and teaching materials to help correct the knowledge gaps they have for that task.

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Section: Figurementioning

confidence: 99%

The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

Souza

Lopes

2021

Acta Sci.

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“…In addition to presenting the research results, this article aims to contribute to the body of literature on teacher education in Mathematics in Brazil, together with other research, such as those carried out by Berneira (2021), Pertile and Justo (2020) and Rodrigues and Groenwald (2018).…”

Section: Introductionmentioning

confidence: 99%

Impacts of a continued Mathematics Education program on teaching practice in public schools of Jaguariaíva, Paraná

Padilha Junior,

Andrade Neto

2024

RIPEM

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This article investigates the effects of a continuing education program in Mathematical Education for early elementary school teachers in Jaguariaíva, Paraná. The research, carried out within the Postgraduate Program in Science and Mathematics Teaching at Lutheran University of Brazil, adopted a qualitative approach, using questionnaires, reports, and observations. The training program, grounded in the National Common Curricular Base (BNCC) and school demands, emphasized playfulness and the use of digital technologies. The results showed positive impacts on teaching practices, including the acquisition of skills for remote teaching during the Covid-19 pandemic. The importance of the BNCC and continuous education to enhance pedagogical practice and the curricular of initial education courses is highlighted.

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Currículo e a BNCC na formação inicial de pedagogia em uma instituição particular de ensino

Cazarini,

Borelli

2024

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A formação de professores é um pilar essencial para a qualidade da educação, especialmente nos primeiros anos escolares, onde a base do conhecimento matemático é construída. Este estudo tem como objetivo investigar a formação oferecida no componente de Ensino e Aprendizagem da Matemática no curso de Pedagogia de uma instituição privada no interior de São Paulo. A relevância deste trabalho reside na importância da formação inicial como alicerce para o exercício da docência por futuros professores que atuarão na Educação Infantil e no Ensino Fundamental. A pesquisa adota uma metodologia qualitativa de cunho documental, analisando o Plano de Ensino do curso e correlacionando-o com a Base Nacional Comum Curricular (BNCC), com foco nos pressupostos para a aprendizagem da Matemática. Os resultados parciais indicam a necessidade de um maior aprofundamento dos conhecimentos na área de Matemática na formação inicial oferecida por esta instituição. A análise evidencia que a adequação dos cursos de formação de professores às diretrizes da BNCC é essencial para garantir que os futuros docentes estejam bem preparados para enfrentar os desafios do ensino da Matemática nas séries iniciais. A identificação das lacunas na formação inicial permite que as instituições de ensino superior ajustem suas práticas, assegurando uma educação de qualidade desde os primeiros anos escolares.

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O desafio dos professores dos Anos Iniciais para o ensino da Matemática conforme a BNCC

Cited by 3 publications

References 1 publication

The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

Impacts of a continued Mathematics Education program on teaching practice in public schools of Jaguariaíva, Paraná

Currículo e a BNCC na formação inicial de pedagogia em uma instituição particular de ensino

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