Formação Inicial de Professores(as) de Matemática: perspectivas para enfrentar as Dificuldades de Aprendizagem (DA) nos Anos Finais do Ensino Fundamental

Abstract

This work presents the Initial Training of Mathematics Teachers, highlighting the context of coping with Learning Difficulties (LD) in the Final Years of Elementary School. Therefore, the problem arose: How can Initial Mathematics Teacher Training help graduates in coping with Learning Difficulties (LD) of students in the Final Years of Elementary School? Its general objective is to understand the perspectives of Mathematics graduates in coping with Learning Difficulties (LD). This is an Action Research with a qualitative approach, analytical in nature, which sought active involvement between the researcher and the participants. Data generation was through a workshop to prepare lesson plans and interviews. The theoretical discussion is based on three categories: “Initial Training of Mathematics Teachers” (Ferreira, 2019; Oliveira, 2018), “Learning Difficulties in Mathematics” (Smith, Strick, 2007; Tomlinson, 2008), “ Mathematical learning strategies” (Oliveira, 2018; Smith, Strick, 2007). The undergraduate students point out as perspectives for confronting AD the teaching resources presented by the Teachers in their training, of which the following can be highlighted: use of mathematical games, concrete materials, group activities and technological tools. Regarding the training aspects in pedagogical subjects, it was noticed that most of the pedagogical curricular components bring elements that enhance teaching learning, with Didactics being the most prominent. It is essential that training provides a theoretical, practical and specific basis, improved through didactic-pedagogical experiences during the Course.