Children's literature and fractions: Expanding the teacher's professional knowledge

Abstract

This study investigates the (re)signification of the professional knowledge of teaching fractions of a group of teachers, using children's literature as a teaching resource. The qualitative research was conducted with 15 teachers from a public school in the North Zone of São Paulo. The methodological procedures included data analysis through recordings, protocols, and classroom observation, following the steps described by Bardin. Based on Shuman, the results indicate that teachers recognized the importance of integrating literature into mathematics teaching since the first years of schooling, aligning their practices with BNCC guidelines. The study highlights the development of knowledge of the subject taught and can also expand teachers' pedagogical knowledge of content and curriculum.