IDENTITY WITH THE FEELING OF LIKE: TEACHER'S VERIFICATION OF TEACHING MATHEMATICS IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article, resulting from finalized data from a doctoral research, aimed to analyze the teacher's identity when teaching in the early years of elementary school, where it sought to verify the teacher's identity with mathematics associated with the feeling of liking and, therefore, the challenges faced with teaching mathematics without having an affinity for their craft. Through a descriptive development in the form of a non-experimental survey research and a quantitative cross-sectional approach, the closed questionnaire was used as a data collection procedure. Data analysis was developed with the theoretical support of five investigative axes, such as: Teaching knowledge; Teaching skills; Significant learning; Cognitive conflicts and teaching professional identity. The results revealed that among the percentages found, our target audience lacks identity and likes their teaching and pedagogical praxis and, thus, thinking about building a more identity education is reflecting on feelings that make a difference in motivating a dynamic of teaching more meaningful, pleasurable and with less cognitive conflicts, a fundamental point for the link between their previous knowledge and their training processes to encourage a journey towards teaching mathematics with more dedication, feeling and love. At the same time, the research brings valuable contributions for us to think about the teaching of mathematics without a process of identity or liking the area, prompting a reflection on thinking about the teaching and learning process of mathematics on the student side.