Letramento matemático no 2º ano dos anos iniciais do ensino fundamental a partir do ponto de vista dos professores sobre suas práticas docentes

Abstract

In this contemporary study, we sought to analyze the point of view of teachers who teach mathematics in the 2nd year, in the early years of elementary school about their teaching practices in relation to mathematical literacy. Based on this work, an educational product entitled “Information Catalog: mathematical literacy for the early years - a survey for teaching practice based on eduCAPES” is proposed, containing information and didactic guidelines related to the results of the research, in order to help teachers in relation to the teaching of mathematics, highlighting all the teachers of the 2nd year of the early years of elementary school in the municipal education network, totaling 49 teachers. In view of this, we opted for applied research with a quantitative approach based on the methodological procedures of the case study. The information was collected using a questionnaire guided by google forms with 10 closed questions, in order to identify the teachers' point of view on mathematical literacy from the perspective of their own teaching practices. From this perspective, the theoretical basis is based on Rosalind Thomas (2005), Vygotsky (1996), Brian Street (2013), Tfouni (2017), Souza(2018), Passos and Nacarato (2018), Dante (2021), Soares (2021), Ubugai (2021), Nascimento(2021), Silva (2021), Carvalho (2022), Nunes and Alves (2023), Guerra (2023), Carvalho and Araújo (2022), Santos (2022), Possetti (2022), Silva and Oliveira (2022), Freire (1996), Ponte(2018), Alarcão (2022) Severino (2018) and Prodanov and Freitas (2012). In summary, the results highlight the importance of adapting and renewing pedagogical practices to ensure that the teaching of mathematics becomes more meaningful for students. A key aspect identified in the research is the need to emphasize, in teacher training, the importance of mathematical literacy as a process that prepares students to face practical problems, think critically and engage in activities that require mathematical skills.