THERE, HERE AND THERE: THE KNOWLEDGE OF EARLY CHILDHOOD TEACHERS ABOUT LOCATION

THERE, HERE AND THERE: THE KNOWLEDGE OF EARLY CHILDHOOD TEACHERS ABOUT LOCATION

Authors

  • Edvonete Souza de Alencar Universidade Federal da Grande Dourados – UFGD
  • Aldrin Cleyde da Cunha Universidade Federal da Grande Dourados – UFGD
  • Miguel Ribeiro Universidade Estadual de Campinas – Unicamp
  • Maria Rosana Soares Pontifícia Universidade Católica de São Paulo – PUC-SP

DOI:

https://doi.org/10.34179/revisem.v6i2.16004

Abstract

This article presents an investigation that analyzes a continuous formation of teachers of Early Childhood Education that had as formative process besides the specific study of the use of Children's Literature for the teaching of Mathematics, the development of the creation of stories for the teaching of localization. Our goal was to identify the knowledge of Early Childhood Education teachers in the process of creating a story for teaching localization. The methodology used to carry out the training process was the Design Experiment and the theoretical framework used for the analysis was the Mathematics Teacher’s Specialized Knowledge - MTSK. In general, we identified that the formative process for the creation of stories promotes the teachers' reflection on the MTSK domains and subdomains, which are essential for a good performance in the classroom. We also consider that the creation of stories is a resource for the development of training actions.

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Published

2021-07-08

How to Cite

Souza de Alencar, E. ., Cleyde da Cunha, A., Ribeiro, M., & Soares, M. R. (2021). THERE, HERE AND THERE: THE KNOWLEDGE OF EARLY CHILDHOOD TEACHERS ABOUT LOCATION. Revista Sergipana De Matemática E Educação Matemática, 6(2), 47–61. https://doi.org/10.34179/revisem.v6i2.16004
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