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PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS

Artigo2026

Dalilla Xavier Gáspio Michael ORCID; Aline de Aquino Carvalho de Paula; Gabriela Costa e Silva ORCID; Liziane Fagundes Santos ORCID; Jânia Gomes Aquino; Laionara Oliveira de Moura Marques; Tânia Graziela Kerber ORCID

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Resumo

This article aims to analyze the challenges faced by pedagogues in Mathematics teaching in the early years of Elementary Education, considering aspects related to their training and the pedagogical practices developed in the school context. The discussion is based on the understanding that Mathematics teaching plays an important role in students’ education, contributing to the development of logical reasoning, problem-solving skills, and citizenship. In this sense, the study discusses challenges related to Mathematics education in Pedagogy programs, the space allocated to Mathematics in the curriculum, and the conceptions that guide teaching practices. Based on the literature analyzed, it is evident that the challenges faced by pedagogues are not limited to mastery of mathematical content but also involve educational, methodological, and structural aspects that affect pedagogical practice. The need for practices that promote understanding, reflection, problem solving, and connections between Mathematics and students’ everyday lives is also highlighted. It is concluded that strengthening the pedagogical training in Mathematics is relevant to the development of more meaningful teaching practices in the early years of Elementary Education.

Dados da obra

Tipo
Artigo
Periódico
Artefactum, v. 25, n. 8, p. e3856
Editora
Rafrom Comércio e Representações Ltda
Ano
2026 (2026-08-28)
Palavras-chave
mathematics education; early childhood education; pedagogy teacher education; teaching practice; conceptions of mathematics teaching; problem solving; logical reasoning; mathematics in everyday life; teacher training challenges
Temas
Currículo, Formação de Professores de Matemática, Práticas Pedagógicas, Resolução de Problemas
DOI
10.23900/artefactum.v25i8.3856
ISSN
1984-3852
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MICHAEL, Dalilla Xavier Gáspio et al.. PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS. Artefactum, v. 25, n. 8, p. e3856, 2026. DOI: https://doi.org/10.23900/artefactum.v25i8.3856.

APA

Michael, D. X. G., Paula, A. d. A. C. d., Silva, G. C. e., Santos, L. F., Aquino, J. G., Marques, L. O. d. M., & Kerber, T. G. (2026). PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS. Artefactum, 25(8), e3856. https://doi.org/10.23900/artefactum.v25i8.3856

BibTeX
@article{michael2026,
  author = {Michael, Dalilla Xavier Gáspio and Paula, Aline de Aquino Carvalho de and Silva, Gabriela Costa e and Santos, Liziane Fagundes and Aquino, Jânia Gomes and Marques, Laionara Oliveira de Moura and Kerber, Tânia Graziela},
  title = {PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS},
  year = {2026},
  journal = {Artefactum},
  volume = {25},
  number = {8},
  pages = {e3856},
  publisher = {Rafrom Comércio e Representações Ltda},
  doi = {10.23900/artefactum.v25i8.3856}
}
RIS
TY  - JOUR
AU  - Michael, Dalilla Xavier Gáspio
AU  - Paula, Aline de Aquino Carvalho de
AU  - Silva, Gabriela Costa e
AU  - Santos, Liziane Fagundes
AU  - Aquino, Jânia Gomes
AU  - Marques, Laionara Oliveira de Moura
AU  - Kerber, Tânia Graziela
TI  - PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
PY  - 2026
JO  - Artefactum
VL  - 25
IS  - 8
SP  - e3856
DO  - 10.23900/artefactum.v25i8.3856
ER  -

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