A GESTÃO DO PLANEJAMENTO DE TAREFAS MATEMÁTICAS POR PROFESSORAS DOS ANOS INICIAIS

This article presents an excerpt from a research which had as main objective to analyze the process of managing mathematical tasks of an Early Years Elementary School group of teachers, before and after a formative process. The investigation of a qualitative approach in the form of action-research was developed through a training group, involving the researcher and Early Years Elementary School teacher in a public school.The data were produced through face-to-face training meetings, semi-structured interviews, sequences of tasks planned by the teachers and direct observation of the class. Task management is understood in this work as a process that involves the management of the planning, implementation and evaluation of mathematical tasks. Specifically,for this article, we explain the analysis developed about the planning management process. The analyzed data show that, although the teachers recognize the importance of planning, they demonstrate difficulties in planning due to the lack of mastery of didactic-mathematical knowledge, revealing that they study little or do not study, and usually refute content that they have difficulties.