Learning community of teachers who teach mathematics in the early years: a formative experience

Abstract

This article presents the formative experience of a learning community of teachers who teach mathematics in the early years in order to study, discuss, reflect and understand the curricular changes proposed by the Gaucho Mathematical Curriculum Reference for this stage of schooling. The formative proposition is theoretically based on the understandings of the learning community (BRANDÃO, 2005; GALIAZZI et al., 2017; FREITAS, 2010). The community of teachers in training developed training activities in a synchronous and asynchronous way, through the Google Classroom, totaling 40 hours. Based on this experience, we assume that the continuing education of teachers in the community provides opportunities for discussions, reflections and sharing of experiences, enabling the improvement of teaching activities.

Keywords

• learning community
• continuing teacher education
• mathematics. initial years
• curriculum