Resignifying the teaching math methodology for the primary education

Abstract

The post-pandemic world has encouraged us to rethink several factors concerning social life and the way of life of humanity. What was previously evidenced through physical contact between individuals, is currently done through social networks and digital devices. Regarding the field of knowledge, it has become important to know how to delimit and choose basic information, as well as its form of circulation and social arrangement. In this context, and assuming the emerging digital humanity in contemporary times, this article assumes the scope of proposing a rereading of the theoretical contributions used in the field of Didactics of Mathematics to, thus, develop a movement of resignification and readaptation of the didactic field to the needs of teaching Math current. Complementarily, it deals with a discussion about the training of teachers who teach Mathematics in a digitized world, the set of theoretical-methodological knowledge for such, and finally, the impacts that the field of research in Math Education will suffer in the next decade. For that, we used an epistemological construction about the concepts of methodology and method, moving to a didactic interpretation here named by a didactic polygon. As a result of this article, we elaborated a sequence of elements that must be present in the training of teachers who teach Mathematics in Primary Education, so that it contributes to a movement of re-signification of teaching practice and the learning processes of digital natives (students).