Experienciando um e-book: formar professores da pré-escola a partir dos conhecimentos especializados em matemática

Abstract

This interventional work conducted an application-research utilizing the Design Based Research (DBR) methodology to identify how the creation of a children's literature and mathematics e-book contributed to the specialized mathematics knowledge of a group of preschool teachers. Given the difficulties faced by pedagogical teachers in teaching mathematics, as discussed by Passos (2005), Nacarato (2010), and Barbosa (2021), it is necessary to reflect on the mathematical knowledge mobilized by them when addressing mathematical concepts in preschool and also to consider ways to enable these professionals to address the gaps accumulated since their basic education and initial training. For this purpose, the Mathematics Teacher’s Specialized Knowledge (MTSK) framework was used as both the theoretical and analytical methodology. According to Passos and Oliveira (2008), children's literature can serve as a resource for mathematics teaching that encompasses various ideas and perceptions. Specifically, in preschool, literature can effectively and enjoyably develop mathematical notions, creating teaching situations that explore the relationship between the mother tongue and mathematics (Souza and Oliveira, 2010). To develop this investigation, discussions were held with a group of preschool teachers in the city of Dourados (MS). An open-ended questionnaire was employed to identify the teachers' profiles and conceptions. Following the cycles of the Design Based Research (DBR) methodology, discussions were initiated about an initial sketch of a children's book involving mathematics. The responses to the questionnaire and the ensuing discussions were compared with the MTSK domains, which served to refine the initial concept and produce an e-book of children's literature involving mathematics, as well as contributed to enhancing the specialized mathematics knowledge of the preschool teachers.