INITIAL AND CONTINUED EDUCATION OF MATHEMATIC TEACHER

Abstract

The rates of school failure in Mathematics have always been high in Brazil. Our students have showed bad performances in international competitions and, in national evaluations their performances have not been good either. lt's probable that such results can be caused by the relationship between Mathematics and School, in which the teacher play an important role. The mathematics formation of many teachers shows that graduation courses need changes, especially those related to mathematics formation of teachers who teach 7-11 year old children; in the other hand, it's very important the large inclusion of mathematical perception activities in classes of 4-6 year old children. ln short, the initial formation of teachers responsible for Mathematics learning demands new dimensions. Furthermore, the continuai formation must be appreciated by the teacher as we/1 as by the Education Departments. Nowadays, the diploma is not enough; the frenzied rhythm of novelties in the art of educating requires the teacher's constant improvement, which is in itself a very good reason so that the teacher can appreciated and supported by educational authorities and the society, more than he has been up to now.