CONCEPÇÕES E PRÁTICAS NO ENSINO DA MATEMÁTICA DOS ANOS INICIAIS: UM ESTADO DO CONHECIMENTO

This is a research with a qualitative approach, in which data were collected through the bibliographic method based on a State of Knowledge study of theses and dissertations from the Digital Bank of Theses and Dissertations (BDTD) platform from 2014 to 2023. It aims to present a survey of studies already carried out that address topics involving concepts and practices in teaching mathematics in the early years. To this end, thematic, theoretical and methodological trends as well as the results presented in such studies were considered as analytical parts. It was also analyzed regarding the gaps in relation to the knowledge of literacy teachers regarding mathematics content, considering that this knowledge can significantly influence the conceptions, beliefs and teaching practices, originating from the schooling process and their initial and continued training. The results revealed that based on the research carried out, the importance of concepts in the school environment is evident, as they are fundamental to the teacher’s identity and to the definition of approaches that promote meaningful learning. The concern in studies on the initial training of mathematics teachers is noticeable, with the greater amount of content focused on disciplines related to methodologies and didactics in teaching compared to those focused on specific mathematics content. This makes it difficult to apply mathematical knowledge, especially for pedagogical teachers and teachers who have training in pedagogy.