Formação inicial de professores sobre Early Algebra na Educação Infantil

Abstract

This master's research aims to investigate how future teachers understand Early Algebra in Early Childhood Education through the study of patterns in sequences. For its systematization, specific objectives were defined: (I) prepare, conduct and analyze a workshop with undergraduate students in Pedagogy at UERJ/FEBF; (II) identify proposals for activities involving patterns in sequences through games, music and literature; (III) observe what knowledge the participants built from carrying out the pedagogical workshop. The research methodology is qualitative in nature and presents characteristics that are close to the pedagogical intervention type methodology, with the organization of a pedagogical workshop for initial teacher training having as research participants students from a pedagogy course class. from UERJ/FEBF who teach or will teach mathematics in early childhood education, considering as a research focus the objectives aimed at young children between 4 and 5 years and 11 months. The research results indicate that the experience lived through patterns in sequences in the pedagogical workshop allowed us to investigate how future teachers understand Early Algebra in the context of early childhood education and reveal changes in the conception of the participants observed through the extract of the responses analyzed in the questionnaires and the speeches recorded in the interaction with the participants. Furthermore, given its importance, this topic deserves further investigation involving undergraduates, early career teachers and experienced teachers. The moments of theoretical explanation of the theme, analysis of the activities proposed in small groups, the elaboration of good questions that serve as interventions so that the teacher can promote algebraic thinking with children and through group presentations, discussions and interactions collective meetings with the class, were very important to amplify the participants’ knowledge. Therefore, it is necessary that in the field of Mathematics Education, initial teacher training can guarantee spaces for interaction between theory and practice, encouraging reflection and intervention by the future teacher in their role as mediator with children.