Continuing education for educators who teach Mathematics in the early years of Elementary School

Abstract

The complexity inherent in teaching this subject, combined with the specific demands of this school phase, requires that educators remain constantly updated, both in relation to mathematical content and pedagogical methodologies. However, many of these professionals face difficulties in teaching mathematics, often due to an initial training that was not sufficiently solid in this area. In this sense, this study starts from the following problem: what is the role of continuing education for pedagogues who teach mathematics in the early years of elementary school? The research, then, has asits objectives to analyze the relationship of pedagogues with the teaching of mathematics, as well as to understand the importance of the continuing education process for pedagogues who teach this same curricular component in the early years of elementary school. To this end, a qualitative research methodology was used, based on a literature review, dialoguing with the theorists Libâneo and Pimenta (1999); Fiorentini (2008); Saviani (2009); Gatti (2010); Oliveira and Mazzuco (2023), among others. This reality highlights the importance of continuing education as an essential mechanism for filling knowledge gaps and increasing the confidence and effectiveness of teachers who teach mathematics. In addition to ensuring mastery of the content, it is essential that educators remain aligned with the most current teaching methodologies. The use of educational technologies and playful approaches, for example, has proven to be highly effective in facilitating the learning process, making it more dynamic and accessible for students. Continuing education plays a crucial role in providing educators with access to these new pedagogical strategies, allowing them to adapt teaching to the different needs and learning rhythms of students, especially with regard to understanding abstract concepts, which are challenging at this stage. Another relevant aspect of continuing education is the encouragement of critical reflection on teaching practice. During these training processes, teachers have the opportunity to reevaluate their approaches, identify areas for improvement, and adjust their pedagogical practices according to the needs of their students. Furthermore, exchanging experiences with other professionals promotes mutual enrichment, expanding the repertoire of teaching strategies and strengthening the support network among educators. Therefore, investing in continuing education is essential for educators to develop innovative and reflective practices, contributing to quality education and improving learning rates in mathematics in the early years of basic education.