AUTOBIOGRAPHICAL NARRATIVES OF A MATHEMATICS TEACHER: CONTRIBUTIONS TO LEARNING AND PRACTICE MATHEMATICS TEACHING IN BASIC EDUCATION

This is a qualitative and narrative research in the autobiographical modality, whose focus is the study of Mathematics in Basic Education. In this sense, the first author chose and assumed the role of teacher/researcher of this work, narrating his experiences and memories in a self- narrative writing, supported by the research of his own practice as a Basic Education teacher and as a researcher, by thinking/practicing the teaching of Mathematics. The educational scenario of analysis is guided by the research question: What did I learn empirically in the circumstances of learning, training, research and teaching, within the scope of Mathematics teaching, capable of contributing to thinking/practicing Mathematics teaching at the elementary level of Basic Education? The narrated experiences, the research corpus, are analyzed based on an interpretative analysis in an interpretative-comprehensive reading. We aim to understand learning developed through learning, training, research and teaching experiences, within the scope of Mathematics teaching, capable of contributing to thinking/practicing Mathematics teaching with different teaching strategies. Narrative questionnaires were used for their teachers as a data collection instrument. The analysis their teachers' narratives and their school notebooks made us systematize the research results obtained as support for their memories contained in their self narrative and in the text of their teachers' narratives. Regarding the teaching Mathematics, the first author had a completely traditional training and focused on the formation of the thematic unit of numbers.