| Basic Education |
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- Relationship with mathematics |
- “Math was never my favorite subject; I cried when I didn’t understand it (division by two). I was terrible at math, very abstract.”
- Beliefs that people who have an aptitude for mathematics are considered more intelligent.
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- Doing things differently from our experiences as students.
- Investing in manipulative materials, playfulness.
- Understanding and not memorizing.
- Value the thinking process, not just the final answer (right or wrong).
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| Initial training |
2010 |
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- High School: Teaching
- Higher Education: Languages
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- Time spent with family (children), between training and starting teaching.
- Moving to another city:
“I spent a long time just waiting for my son to grow up, looking after my son, and then resuming work. But then, when I saw it, too much time had passed, and only teaching... I didn’t even have the courage to look for a job. Because I knew it was too little and that I was way behind, right? Time-wise. And I needed to go back to school. And that’s when I started again. And that was my life. Then I started in 2010. It was my first contract.
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| Further training and practice |
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- Specialization in Portuguese Language Teaching
- Entry into the municipal network by contract
- Entry into the municipal network by competitive examination
- Pro-Lettering
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- “I’ve always loved taking part in training courses. So I took part inPro-Literacy.. And I was always available. And, even though I was there as a regent teacher 1 in literacy..., I wasn’t content with what I knew. I always felt that I needed to take part in these training policies so that I could improve my work. And not just stay there. Because I think, ‘Oh, that’s great; now I know.…’. No, because the first year of literacy is also a challenge, isn’t it? And if you’re standing still, you’re not... looking for other ways to do your job better. I think... I’d be very desperate if I just stuck to ‘rice and beans’. So every course had something good for us to learn and exchange.
- “Difficulty speaking in public [faced the fear of public speaking]”.
- “I had to present a paper (experience report). It was a challenge to report”.
- Writing beyond a formal obligation (TCC): “I think this movement was significant”.
- Teacher authorship.
- Experience reports.
- It’s not a magical transformation: “For the teacher, I think he was shaken”.
- He received the training grant.
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2013 to 2018 |
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- PNAIC, I have always participated as a course participant |
- “Difficulty speaking in public [faced the fear of public speaking]”.
- “I had to present a paper (experience report). It was a challenge to report”.
- Writing beyond a formal obligation (TCC): “I think this movement was significant”.
- Teacher authorship.
- Experience reports.
- It’s not a magical transformation: “For the teacher, I think he was shaken”.
- He received the training grant.
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- “I had to do all that, report on my experience, and occasionally, I felt cramped because I had to take care of everything at school, plus the activities that were given to us to apply in the classroom. So, no... there was no difference. It was just that. It was... within the content we were studying. But we had to apply that theory in the classroom. And, you know, we also have the demands of the school”.
- Acquiring books and manipulative materials.
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2014 |
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- PNAIC in Mathematics (and other training courses - Pro-Literacy, Literacy Network) |
- A (re)meaningful relationship with mathematics. Experiences have shown that mathematics is enjoyable; proximity to social practices.
- “You can have two movements: become a bad teacher (revenge) or grow up and become different.”
- “Children don’t become literate only in Portuguese”.
- “Seeing mathematics in a different light, that’s what I brought from the Pact”.
- Working with problem situations: seeing the logic of the student’s thinking.
- Training requires effort: “[...] she leaves school tired, sometimes sick, and goes straight to the Teacher Training Center, sometimes she eats something, has extra tasks... But when she finishes, she sees that it’s worth it”.
- The Coordination supports the teachers (materials and practices, training sessions at school).
- Coordination alerts: “Look at mathematics”.
- Math box assembled with own resources; later the school invested.
- Golden material.
- “This Pact thing, where you live the experience, is a very cool thing, which wasn’t just there: ‘There, theory, theory, theory’. No, let’s see how it works here in practice? Let’s have an experience?
- “Yeah, because you’ve already played, you’ve seen how it works, what difficulties you’ve had, right? Suddenly a child will do better than you. You have to understand what the game process is like. And that’s how it has to be. Even to put together a Tangram, which isn’t easy.”
- “The literary books that were used for Mathematics; you told a ‘delightful story’, more focused on Mathematics.”
- Interdisciplinary work.
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- Applying theory to practice.
- The Tangram practice was developed at the school, involving the whole class, with the participation of an autistic student.
- Geometry is in everyday life: “Geometry is in their everyday lives. So they observe things in the classroom that have that shape, you know, that they’re sometimes assembling into a figure. So they pick it up and look at it and turn it around. Then they’re like: ’Wow, that’s the same as that! Huh? It attracts attention. And then they’ll remember things in their house too, or even on the way to school”.
- She tries to work on understanding with her students.
- “It empowers them to defend their work with their parents: math isn’t just counting. I became more confident”.
- “Each student does it, draws their own hypotheses”.
- “And the golden material is something they really like. It makes a bit of a mess. Because those little pieces fall on the floor... [laughs], I used to make little groups of four. And then they’d build... ah, houses, these things... I think it helps the child to visualize what you’re talking about. And they change the little bars and so on. It’s interesting. And then, in 1st grade, we go like this... at first, you give it to them, you let them manipulate it, really play with it”.
- “You provide material for the students to manipulate and make relationships with: tape measures, straws, toothpicks, mats...”.
- Activities to measure tables with the children.
- Math box for the big ones (final years), because they need it. Some are ashamed to say they don’t know; games, playful activities are good for everyone at all ages.
- Grandpa’s problem.
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| 2020 - Currently |
2020 |
55 years |
10 years |
- Reflection |
- “Everyone thinks they can be a teacher”.
- “There’s always something new to learn, that’s why training is important.”
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- Investing in training.
- “I’ve been teaching 1st grade for ten years now, but every year is a challenge. It’s not like, ‘Oh, I’ve been doing this for ten years, I know everything’. You see, we were speaking with more experience. But then came the pandemic. And then it pulled the rug out from under you. How am I going to do it now? How am I going to teach literacy? And that... you know, interaction with the child and... What’s it going to be like? It’s all very new, very different.
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