Qualitative data analysis of specialized knowledge – The MTSK Model - Numbers in Infant Education

  • Cleonice Terezinha Fernandes
  • Cilene Maria Lima Antunes Maciel
  • Jeferson Moriel
  • Pedro José Tadeu
  • Marta Pontin Darsie
  • Nuria Climent Rodriguez
  • José Carrillo Yánez
  • Cristiano Alberto Muniz
Keywords: Qualitative method of Analysis; Mathematical Education; Teaching.


A qualitative cross-sectional study whose objective is to unveil the knowledge of teachers of early childhood education about the formation of the concept of number according to the MTSK model - The Mathematics Teacher's Specialized Knowledge (Carrillo et al, 2017) from a focal group with videotaped session with 4 teachers ; and Bardin's Content Analysis (CA) records (2016). The theoretical basis is based on well-established authors of current mathematics and neuroscience teaching. It analyzes the concept of number and how fundamental it is in the development of logical-mathematical thinking in the first years of schooling. The results show that teachers demonstrated weakness in the domain of mathematical knowledge itself. We only find evidence of KoT (knowledge of mathematical themes); evidence of knowledge of the mathematical structure - KSM; and evidence of KMT (knowledge of the teaching of mathematics - games), and only the last one refers to the didactic knowledge of the area.