The challenges of training early childhood teachers using stories for teaching mathematics

Abstract

Teacher training has been a challenge in recent decades for researchers in the field of Education, specifically when we focus our concerns with the continuing training of teachers in Early Childhood Education for teaching Mathematics, our concern becomes greater, given the scarcity of research in the area. Thus, our investigation analyzes a continuous formation of teachers of Infantile Education that had as formative process besides the specific study of the use of Children's Literature for the teaching of Mathematics, the development of creation of stories for their teaching. Our goal was to identify the knowledge of Early Childhood Education teachers in the process of creating a story for teaching mathematical content. The methodology used to carry out the training process was the Design Experiment and the theoretical framework used for the analysis was the Mathematics Teacher’s Specialized Knowledge - MTSK. Data collection took place through the application of a questionnaire and the performance of 5 teachers during the training process. In general, we identified that the formative process for the creation of stories promotes the teachers' reflection on the domains and subdomains of the MTSK, essential for a good performance in the classroom. We also consider it a challenge to provide different training actions for this segment of education.