Abstract
The central scope of this research addresses the Psychology of Mathematics Education for professionals with a degree in Pedagogy courses, focusing on teachers who exercise the teaching of mathematics teaching in the early years of elementary school I. This article analyzes and presents the potentialities and contributions of this theoretical field of knowledge in the teaching-learning process of Mathematics. Education aiming at improvements of the Brazilian student in the external evaluations of the Brazil Test published by the SAEB of 2017 and 2019, as well as the pedagogical practice between teacher-student-knowledge. It was justified the insufficient proficiency in mathematics of Brazilian students of about 70%, as well as the reduced number of scientific productions on the theme of this article. The objective of this study was to present contributions of the Psychology of Mathematics Education in the early years of elementary school I. On the methodological path, it was characterized within the qualitative approach and in the procedures of bibliographic research. Among the main results were the discourses of the interviewed subjects pointing out the potentiality of the theoretical basis of Psychology of Mathematics Education in their pedagogical knowledge/doing. It was found that the psychological, cognitive and affective-social dimension have implications for students' learning. It concludes an emergence of a further discussion of this field of knowledge in the degree of pedagogy courses in Brazil to increase the quality of pedagogical intervention of pedagogue teachers in mathematics classes, aiming to increase the quality teaching-learning process of mathematics in the early years and the results of institutional and large-scale evaluations.
Highlights
Resumo O escopo central desta investigação aborda a Psicologia da Educação Matemática para profissionais com Licenciatura em cursos de Pedagogia, tendo como foco professores que exercem o ofício do ensino do ensino da matemática nos anos iniciais do ensino fundamental I
"the discussions on the Psychology of Mathematics Education were punctual, since the teacher had a degree in Pedagogy and incipient theoretical training on this area of knowledge
In the discourse of the 100% of teachers, the Psychology of Mathematics Education contributed to pedagogical interventions to improve teaching and learning
Summary
The proposition of this article was to present the intersection between the field of knowledge of Psychology, Education and Mathematics Education in the teaching-learning process. In 2018, the international large-scale quality indicator known as the International Student Assessment Program (PISA) showed results similar to the national one, signaling the same weaknesses of knowledge In this world reference indicator, Brazil in mathematics, since 2005 has been occupying the last positions, precisely the 66th among the 70 countries participating in the area of mathematics in the last two external evaluations. The social relevance of this article comes from the emergency in Brazilian education, with emphasis in the initial years of increasing the quality of mathematics teaching and learning of students In this sense, the articles, bringing to light theoretical subsidies about the Research, Society and Development, v. The aim of the study was to present the contributions of the field of knowledge of Psychology of Mathematics Education in the initial formation of pedagogy courses and in the teaching-learning of mathematical contents of the early years of elementary school I
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