PROFESSIONAL PERFORMANCE AND IDENTITY OF THE TEACHER PEDAGOGUE TO TEACH MATHEMATICS IN THE INITIAL YEARS OF ELEMENTARY EDUCATION

Abstract

This article analyzes the professional performance and the construction of the identity of the pedagogue teacher in the teaching of mathematics in the early years of elementary school. The research is based on the assumption that the relationship between the mathematical training received by these professionals and the demands of teaching practice presents significant gaps, impacting the formation of professional identity and performance in the classroom. The research is based on a theoretical perspective that articulates the fields of mathematics education, teacher training and studies on professional identity. The results show that the construction of the professional identity of the pedagogue to teach mathematics is an ongoing process, marked by initial formative experiences, practical experiences and continuing education. We identified that Pedagogy courses, in general, offer insufficient mathematical training, which affects the confidence and competence of teachers. However, we observed that reflective practices, investment in continuing education and the appreciation of experiential knowledge constitute elements that enhance professional performance.