A MATEMÁTICA NA EDUCAÇÃO INFANTIL: O QUE REVELAM PESQUISAS E PRÁTICAS SOBRE ENSINAR NA INFÂNCIA

Abstract

This Final Course Project aims to analyze how Mathematics has been approached in Early Childhood Education based on academic research and the practices reported by in-service teachers, identifying conceptions, challenges, and potentialities in the teaching of mathematical notions in early childhood and their relationship with teacher education. Early Childhood Education has experienced significant expansion in recent years, as evidenced by the increase in enrollments, which reinforces the growing importance of teacher education in this stage. The study begins with a literature review of theses and dissertations available in the Biblioteca Digital de Teses e Dissertações (BDTD) from 2019 to 2025. Methodologically, this is a qualitative, exploratory study. Unlike other investigations identified in the BDTD survey, this research emphasizes listening to teachers and valuing the practices that emerge from their own professional contexts as legitimate sources of knowledge. Data were collected through an online questionnaire with the participation of two Early Childhood Education teachers, who shared their practices and perceptions regarding the development of mathematical concepts in children. The results indicate that effective Mathematics teaching in early childhood is grounded in formative pathways marked by commitment, sensitivity, continuous study, and pedagogical intentionality.