BETWEEN KNOWLEDGE AND GAPS: CONTEMPORARY CHALLENGES AND PRACTICES IN TEACHER EDUCATION IN MATHEMATICS EDUCATION

Abstract

This study aimed to investigate pedagogical and continuing education strategies to enhance the understanding of the mathematics strands proposed by the BNCC in Early and Late Elementary Education, aiming for a more inclusive and equitable teaching approach. Methodologically, this qualitative research of an interventional and diagnostic nature involved 20 teachers (pedagogues and basic education teachers, with an average of 15 years of professional experience). The investigation was structured into three interrelated stages: solving open-ended questions with explicit detailed reasoning, applying an objective digital form, and participating in pedagogical workshops based on educational games and concrete manipulatives. The results revealed that initial low performance and teacher insecurity do not stem primarily from content complexity, but rather from conceptual gaps in initial teacher training and the prevalence of traditional, decontextualized approaches. Conversely, mediation through the intentional use of games and concrete materials acted as an epistemic bridge, promoting active engagement, overcoming socio-emotional barriers, and strengthening pedagogical content knowledge, which are essential for transforming teaching practices toward educational inclusion and equity.