Solving mathematical problems in a collaborative context in childhood: experience(s) of shared regulation and self-regulation of learning in initial training

Abstract

This article presents a line of investigation that seeks to analyze how future kindergarten and 1st cycle of basic education (CEB) teachers perceive shared regulation and how, based on this experience, they promote these skills in children, namely, when solving mathematical problems. We will focus on the first phase of shared regulation the “preview of the formative process”. Five students who attend the master's degree in preschool education and teaching at the 1st CEB, and the respective groups of children with whom they worked in the internship contexts participated in the study. Given the qualitative nature of this exploratory study, which involved different methods and techniques - focus groups and training narratives -, data analysis is descriptive and interpretive. The results indicate that students identify facilitating aspects in the shared regulation of tasks, with group support playing a relevant role. They also consider that the kindergarten or the primary teacher can intervene, having an active role in the promotion of these competencies, insofar as they can create conditions for children to learn to solve mathematical problems together. The practical implications, limitations of the study, and future work are also discussed.