MATHEMATICAL MODELING IN THE CONTINUING EDUCATION OF CHILD EDUCATION TEACHERS

Abstract

The purpose of this article is to present what Early Childhood Education teachers reveal as contributions to their knowledge base when participating in a Mathematical Modeling course from the perspective of Mathematics Education. To obtain the data, an extension course was held for teachers of Early Childhood Education on Mathematical Modeling from the perspective of Mathematics Education. The research methodology is qualitative and data were collected through two questionnaires, the first at the beginning of the course and the other at the end of it. For data analysis, the Discursive Textual Analysis in Moraes and Galiazzi (2016) was used. As a theoretical basis, Shulman (2014) was used, related to the teacher's knowledge base, Burak (2004, 2010) and Belo (2016) on Mathematical Modeling and/in Early Childhood Education and Lorenzato (2011) focused on Mathematics in Education Childish. Through the results obtained, it is considered that the course contributed to the training of Early Childhood Education teachers, expanding their knowledge base. This fact is extremely important since Mathematical Modeling, a pedagogical knowledge of the content, started to be considered as a possibility for the development of pedagogical practices in this tachinha phase. This makes it possible to approach mathematical notions and concepts from the children’s reality.

Keywords

• formação de professores
• prática pedagógica
• modelagem matemática.