This article aimed to understand the challenges of Mathematics Teaching in the Early
Years of Elementary School from the literature in the area, articulated as memories of
the formative path of a Pedagogy student. For the development of this work, studies
were carried out on Mathematics Education, Teacher Education, articulated as
memories of mathematics as a discipline experienced by the first research paper. The
methodological construction was guided by the qualitative approach, and the data that
constituted the investigation were collected through bibliographic and documentary
studies, moved and records of the developed mathematics activities provided by the
Study Group in Literacy and Numbering - GELEN / UFT, configuring itself as a case
study. The field stage of this work was carried out in the municipality of Arraias / TO in
a public school, in the 4th grade class of elementary school, during an activity guided
by the GELEN group. Studying mathematics revelation for the early years is a
challenge for teachers in providing relevant learning experiences for students. The
gaps indicate in the aspects related to the initial and continuous training of teachers in
the early years. It indicates the importance of academics participating in research
groups at the university, as they contribute to understanding the challenges and
propositions of solutions, breaking with the dissociation of theory and practice. It is a
revelation that by reflecting their own memories, the learning processes enhance
human development, contributing to the formation of obliged and professionally
committed.
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