THE TEACHING KNOWLEDGE OF TEACHERS WHO TEACH MATHEMATICS IN THE EARLY YEARS

Abstract

This article discusses the knowledge mobilized by teachers who teach Mathematics in the early years of Basic Education, highlighting the importance of solid, continuous training that is integrated into the school reality. Based on the understanding that teaching mathematics goes beyond the mere transmission of content, the article analyzes the need for pedagogical practices that value logical reasoning, playfulness, and contextualization. The research shows that teachers need to master not only the specific content of the subject, but also articulate strategies that consider the cognitive, emotional, and social dimensions of students. The valorization of games, gamification, and manipulative materials appears to be an effective alternative to overcome learning difficulties and promote a meaningful and enjoyable experience with Mathematics. The text also reinforces that it is in the interweaving of theory and practice, academic knowledge, and everyday experiences, that a transformative teaching performance centered on the student's leading role is constructed.