THE DIFFICULTY FACED BY MULTIDISCIPLINARY TEACHERS (EARLY YEARS OF ELEMENTARY SCHOOL) IN TEACHING MATHEMATICS: A CONSTANT CHALLENGE IN PEDAGOGICAL PRACTICE

Abstract

This study deals with the difficulty faced by teachers who teach from the 1st to the 5th grade of elementary school in teaching the curricular component of Mathematics, which is a constant challenge in the pedagogical practice of those who have not obtained specific training in this curricular component but teach classes in the initial grades. The purpose of the research is to show the academic field and the teaching professional how much the academic training of the teacher influences his/her pedagogical practice. The theoretical approach explored throughout the context of the research shows the vision of teaching mathematics by professionals who teach it without specific training. The theoretical basis brings us a reflection on how the practice and theory of Mathematics Teaching should be in the first years of elementary school, a school phase that is the basis for complementing the future content and skills that students need throughout their academic trajectory. The research draws an analogy based on the National Curricular Parameters (PCNs), the Curriculum used by the State of Pernambuco and the National Common Curricular Base (BNCC) that governs the entire context. The methodology used was carried out with qualitative and quantitative variables on the performance of teachers from four municipal schools in the city of Barra de Guabiraba-PE through lectures and questionnaires to condense results through graphs, tables and reports. The problem under study brought about a debate and proposed some interventions to put into practice and verify how much the qualification of the professional influences the quality of the education that is so desired.