NATURE OF ACTIVITIES IN MATHS OFFERS CLASSES PRE-SCHOOL AND FIRST YEAR
DOI:
https://doi.org/10.14572/nuances.v25i2.2816Keywords:
Mathematical activities, Pedagogical practice, Predominant subjectsAbstract
This paper presents considerations on a survey conducted at Masters level in education and discusses results on the nature of mathematical activities proposed by the Basic Education teachers (preschool) and elementary school (first year) during the period in which we collected data (July/2011 August/2010 a) highlighting the issues that were prevalent. From the data analysis it is concluded that: there is a strong tendency in teaching numbers and numbering system, teachers show content that has more knowledge; the predominant standard of education is the use of the textbook / workbook, games and exploration activities are not emphasized in the context of classes. However, one should note that a job offer with Mathematics in childhood should incorporate real-world contexts which goes far beyond working only with the written record and prioritize a mathematical content over others.
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CC BY-NC
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