Artigo em periódico · 2026
Uma análise das práticas pedagógicas no ensino de Matemática nos anos iniciais do Ensino Fundamental no triênio 2023-2025
Ariane Luzia dos Santos
Resumo
This study aims to identify and understand what pedagogical practices in Mathematics teaching look like in Brazil. The specific objective is to identify the possible challenges found, in both initial and continuing teacher education, for teaching Mathematics in the early years of Elementary School. Considering the social and formative role of Mathematics Education, the study's theoretical framework is grounded in Skovsmose (2001, 2008, 2019) and D'Ambrosio (2012, 2015). This is a qualitative research study, whose data are of bibliographic origin and were collected from the catalog of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes), covering the period from 2023 to 2025. Based on the data analysis, several pedagogical practices in Mathematics teaching in the early years of Elementary School were identified. In addition, it was possible to verify the presence of some difficulties and possibilities in the initial and continuing education of pedagogues for teaching Mathematics, for re-signifying the teaching of Mathematics, and for actively engaging students in their mathematical learning processes.
Metadados
- DOI
- 10.47764/2026.e05.1835
- Veículo
- Revista Internacional Educon
- ISSN
- 2675-6722
- Ano
- 2026
- Idioma
- pt
- Tipo
- Artigo em periódico
- Licença
- https://creativecommons.org/licenses/by/4.0
- Texto completo
- https://doi.org/10.47764/2026.e05.1835
- Palavras-chave
- Práticas pedagógicas · Ensino de Matemática · Formação docente · Anos iniciais do Ensino Fundamental · Pedagogical practices · Mathematics teaching · Teacher education · Early years of elementary school
- Fonte do metadado
- oai, crossref
Exportar citação
BibTeX
@article{santos2026uma,
title = {Uma análise das práticas pedagógicas no ensino de Matemática nos anos iniciais do Ensino Fundamental no triênio 2023-2025},
author = {Ariane Luzia dos Santos},
year = {2026},
journal = {Revista Internacional Educon},
doi = {10.47764/2026.e05.1835},
url = {https://doi.org/10.47764/2026.e05.1835},
}RIS (EndNote, Mendeley, Zotero)
TY - JOUR AU - Ariane Luzia dos Santos TI - Uma análise das práticas pedagógicas no ensino de Matemática nos anos iniciais do Ensino Fundamental no triênio 2023-2025 PY - 2026 JO - Revista Internacional Educon DO - 10.47764/2026.e05.1835 UR - https://doi.org/10.47764/2026.e05.1835 AB - This study aims to identify and understand what pedagogical practices in Mathematics teaching look like in Brazil. The specific objective is to identify the possible challenges found, in both initial and continuing teacher education, for teaching Mathematics in the early years of Elementary School. Considering the social and formative role of Mathematics Education, the study's theoretical framework is grounded in Skovsmose (2001, 2008, 2019) and D'Ambrosio (2012, 2015). This is a qualitative research study, whose data are of bibliographic origin and were collected from the catalog of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes), covering the period from 2023 to 2025. Based on the data analysis, several pedagogical practices in Mathematics teaching in the early years of Elementary School were identified. In addition, it was possible to verify the presence of some difficulties and possibilities in the initial and continuing education of pedagogues for teaching Mathematics, for re-signifying the teaching of Mathematics, and for actively engaging students in their mathematical learning processes. ER -