The relationship between memory and the teaching practice of teachers who teach Mathematics in the Early Years

Abstract

This article presents the results of a study whose objective was to investigate, through an analysis of memory, which teaching practices carried out by teachers who teach Mathematics in the early years of elementary school are related to their memories of their own learning. Methodologically, this is a qualitative study that draws on a literature review and field research, using a questionnaire and semi-structured interviews, as well as the analysis of memories and of the attitudes and dispositions narrated by Early Years teachers from a state public school. As theoretical support, studies from both the field of mathematics education and social memory were used. The findings indicate that teachers’ mathematical learning experiences have an impact on their pedagogical approaches, revealing a tendency to reproduce rote teaching. Based on the results, the restructuring of the school’s Teaching and Learning Laboratory for Mathematics was proposed, in order to foster the creation of positive memories for both students and teachers.