Abstract:
This dissertation brings some considerations about the teaching of mathematics. For
this, a brief consideration is made about the history of teaching of this curricular
component in Brazil, its importance in the educational levels, as well as the
competencies and abilities presented by the Common National Curricular Base. We
also discuss the profile of the mathematics teacher, the knowledge needed for teaching
practice, and the challenges encountered in teaching this component. In addition,
considerations are made about public educational policies, relating them to
pedagogical practice and teacher training. The role of the Pedagogical Coordinator is
also addressed: his/her formation, his/her role as a mediator of the educational
demands and his/her relationship with the teachers, especially those of Mathematics.
Finally, the most critical results of learning in this component are presented, as well as
the results after the work developed to intensify the learning rates, obtained through a
census survey, conducted with a professional - a multipurpose teacher - who works
with the most acute learning difficulties in Mathematics.
