Banca de DEFESA: LUCIANA VELTO MACARI

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCIANA VELTO MACARI
DATE: 22/12/2025
TIME: 18:00
LOCAL: Miniauditório
TITLE:

Teachers' Perceptions and Declared Practices Regarding the Mathematical Experiences and Knowledge of First-Year Elementary School Children in Presidente Médici/RO

KEY WORDS:

Perceptions. Teaching practices. First year of elementary school. Mathematics
teaching. Teacher education.

 

PAGES: 181
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research aims to analyze the perceptions and declared practices of teachers from public
schools in Presidente Médici, Rondônia, regarding the repertoire of mathematical knowledge
and experiences of children entering the first grade of primary education. It is linked to the
Graduate Program in Mathematics Education (PPGEM) at the Federal University of Rondônia
(UNIR), Ji-Paraná campus, within the research line Teacher Education in Mathematics
Teaching. Therefore, this investigation is situated in the field of Mathematics Education, with
an emphasis on the education of teachers who teach mathematics, establishing dialogues with
studies on child development, curriculum, teacher education, and teaching practices in the early
years of Basic Education. The theoretical framework draws on the following authors: Piaget
(1999) and Vygotsky (1991), concerning development and learning; Libâneo (2006) and Kamii
(1991), regarding the construction of mathematical knowledge in childhood; Ciríaco and
Teixeira (2025), on childhood and play; Curi (2011), Scaramuzza (2015), and Tardif (2014),
on teacher education. It also considers the guidelines of the National Curriculum Parameters
(Brasil, 1997) and the National Common Curricular Base (Brasil, 2018), which orient
mathematics teaching in the early years of schooling, among others. A qualitative
methodological approach of a narrative nature was adopted. The research involved four
teachers; Kim Mi-so, Yeon Bo-ra, Hong Hae-in, and Ko Moon-young who teach mathematics
to first-grade classes in public schools in Presidente Médici, Rondônia. Data production
included a questionnaire, narrative interviews, and a field diary. Data presentation,
interpretation, and analysis occurred in two stages. In the first, narratives were constructed to
highlight the formative and professional milestones of the participating teachers. In the second,
data were discussed based on three thematic axes that guided the analysis: (1) the repertoire of
children’s mathematical experiences and knowledge from the teachers’ perspectives; (2)
teaching practices in mathematics instruction for the first grade of primary education; and (3)
teachers’ perceptions of mathematics teaching. Among the partial results, it stands out that,
although teachers recognize that children enter the first grade with a repertoire of experiences
and knowledge built in family contexts and early childhood education, there are indications that
this repertoire is not considered sufficient for mathematics learning in the first grade and is not
always valued in classroom practices. The teachers’ perceptions reveal tensions between play
and schooling, between playing and learning, which raise reflections on the articulation between
early childhood education and primary education, the appreciation of children’s repertoires, and
the readiness for mathematics expected by teachers. The participants also express concerns
about the transition between educational stages and the perceived lack of maturity, boundaries,
or skills they deem essential for beginning the mathematical learning process. It is expected that
the results will contribute to reflections on teacher education and the appreciation of children’s
knowledge and experiences in the context of mathematics teaching. Furthermore, this study
seeks to provide insights for more sensitive and contextualized pedagogical practices,
emphasizing the importance of considering children’s prior knowledge as a starting point for
mathematical learning.

 

COMMITTEE MEMBERS:
Presidente - 2035958 - ELIANA ALVES PEREIRA LEITE
Interna - 3469548 - SIMONE ALVES SCARAMUZZA
Externo à Instituição - KLINGER TEODORO CIRÍACO - UNESP