2313-8971Research result. Pedagogy and Psychology of Education2313-8971DOI: 10.18413/2313-8971-2018-4-3-0-41474PEDAGOGICSTHE ORGANIZATION OF MATHEMATICS TEACHING AT EARLY YEARS OF THE ELEMENTARY SCHOOL IN BRAZILTHE ORGANIZATION OF MATHEMATICS TEACHING AT EARLY YEARS OF THE ELEMENTARY SCHOOL IN BRAZILAraújo CunhaAndré LuizAraújo CunhaAndré Luizaluizcunha7@gmail.comBranquinho XavierPriscilaBranquinho XavierPriscilapriscilabranquinhox@gmail.comSmorzhokMelana VladislavovnaSmorzhokMelana VladislavovnaMelana34@mail.ru20184300

According to the Brazilian National Curricular Standards, Mathematics is a fundamental component of the education of citizens and it must be available to everyone [2]. This article strives to describe the organization of Mathematics teaching at the early years of the Brazilian elementary education. It presents the structure of the curriculum, highlights main methodologies used in mathematics teaching at this level of school education as well as discusses the creation of textbooks in Brazil. In order to overcome the problem of teaching quality, some proposals were offered by Brazilian researchers in the areas of Education and Mathematics Education, in relation to methodologies and didactic resources. Among these methodological proposals, Ethnomathematics stands out in Brazilian basic education. Formulated by Brazilian professor and researcher Dr. Ubiratãn D'ambrósio, Ethnomathematics has as its foundation the study of Mathematics from different ethnic-cultural groups. For ethnomathematics, the teacher must perform a critical analysis of the mathematical contents, identifying its importance, necessity and objectives, searching the nature of Mathematics, starting from its history and its relations with society, to show the real needs and concerns of the other cultures at different historical moments. The article analyzes documents that guide an elementary education in Brazil, dissertations and theses, open access articles and scientific reports in the journals on Education and Mathematics Education.

According to the Brazilian National Curricular Standards, Mathematics is a fundamental component of the education of citizens and it must be available to everyone [2]. This article strives to describe the organization of Mathematics teaching at the early years of the Brazilian elementary education. It presents the structure of the curriculum, highlights main methodologies used in mathematics teaching at this level of school education as well as discusses the creation of textbooks in Brazil. In order to overcome the problem of teaching quality, some proposals were offered by Brazilian researchers in the areas of Education and Mathematics Education, in relation to methodologies and didactic resources. Among these methodological proposals, Ethnomathematics stands out in Brazilian basic education. Formulated by Brazilian professor and researcher Dr. Ubiratãn D'ambrósio, Ethnomathematics has as its foundation the study of Mathematics from different ethnic-cultural groups. For ethnomathematics, the teacher must perform a critical analysis of the mathematical contents, identifying its importance, necessity and objectives, searching the nature of Mathematics, starting from its history and its relations with society, to show the real needs and concerns of the other cultures at different historical moments. The article analyzes documents that guide an elementary education in Brazil, dissertations and theses, open access articles and scientific reports in the journals on Education and Mathematics Education.

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