THERE, HERE AND THERE: THE KNOWLEDGE OF EARLY CHILDHOOD TEACHERS ABOUT LOCATION
DOI:
https://doi.org/10.34179/revisem.v6i2.16004Abstract
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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