The place of Mathematics in early childhood education in initial teacher education: perceptions of conducting students in pedagogy

• Grant number: 21/05764-5
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: November 01, 2021
• End date: October 31, 2022
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Klinger Teodoro Ciríaco
• Grantee: Vitória Elena Casaburi
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

Our aim with this research is to understand the place of Mathematics in Early Childhood Education in the initial training of teachers, specifically in the Pedagogy course at the Federal University of São Carlos (UFSCar), with emphasis on the perception of graduating students. To this end, we rely on theoretical frameworks that seek to characterize the specifics of pedagogical work with children aged 0 to 5 years and 11 months, as well as the nature of mathematical notions that should be proposed in childhood. Regarding the methodology, it is a qualitative-qualitative investigation, of a descriptive-analytical character, in which the data will be produced from the documental analysis of the Pedagogical Course Project (PPC) that will aim to raise subjects and/or curricular components of the training that express issues related to mathematical knowledge and also a questionnaire to be developed with classes of probable graduates. In view of the investigative proposition that we announced, it is estimated that the results give greater visibility to the importance of Mathematics since the younger age and the specificity of mathematical training and training for teaching this with babies, very small children and young children. (AU)