The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years

Abstract

Teachers who teach mathematics in the early years have the challenge of teaching content to students who do not, in most cases, have sufficient previous knowledge or domain to understand a certain subject, for example, the object of study measures. In addition, conventional teacher training processes have not met this demand. On the one hand, because they do not meet the needs of teachers, and on the other, because there is no active and reflective participation in the construction / reconstruction of school knowledge. This article aims to defend the potential and limits of the Classroom Study, as a possibility of continuing education, taking as a reference, in a specific way, its collaborators, the studies developed in Portugal and a literature review on the subject, Study of Class. In other words, a process of continuing education, which teachers plan an object of study to be developed and present to others, and then reflect on the development of the class and what they have learned, so that there are contributions to their education, professional practice and knowledge production / reframing. The analysis material was composed, as instruments of data construction, the field diary with the observations of classes, the collective production (recordings and writings) and semi-structured interview. Finally, based on the results obtained, it allowed us to observe the need that exists among teachers to improve their knowledge in the content of length measures and were able to share, through continuing education, difficulties and understanding of the content worked in the formative process - length measurements in the Early Years. The Study was based on the case study using the Classroom Study, with the participation of teachers from the Early years.