Study groups and the teacher education of teachers who teach mathematics in the early years

Abstract

The participation of teachers in study groups is a possibility for education and reflection on teaching practice that can contribute to the professional development of teachers who teach mathematics in the early years. The objective of this article was to identify contributions of participation in study groups for the education of this professional. For this, a search of works on the subject published in three important events in the area of Mathematical Education was carried out: National Meeting of National Association of Postgraduate Studies and Research in Education (ANPED), National Meeting of Mathematical Education (ENEM) and International Seminar on Research in Mathematics Education (SIPEM), in the period comprised between 2010 and 2019. There were 19 works on the subject, which were categorized into: mathematical content, initial education, task analysis, university-school partnership, change in teaching practice in the school context and education of educators. The analyzes showed that these groups addressed mathematical concepts and content that are often left in the background, such as geometry and magnitudes and measurements. In addition, the participation of teachers allowed them to jointly plan and analyze activities to be developed in the classroom. It also enabled the sharing of experiences, mutual help, collaboration, the formation of a space in which they were heard and could discuss challenges in practice, which helped in the professional development of teachers.