Subsidiating the training of the mathematics teacher

The presented research originates from inquiries about the questions about how to subsidize the initial formation of the mathematics teacher in the early years of Elementary School and is justified by the search for the understanding of the Fedathi Sequence (SF) methodology. Its objective is to understand the process of mathematical education of pedagogues in the subject of Teaching Mathematics. The investigation was carried out by means of the qualitative research approach and during the classes of the Mathematics Teaching course of the Pedagogy course at the Faculty of Education of the Federal University of Ceará, from March to June 2019. A descriptive study with an approach qualitative. The fieldwork was developed through observations of the teacher-trainer practices of the discipline and the students' perspectives in relation to the discipline, within the assumptions of the Fedathi Sequence teaching methodology. The results of this study showed the contributions of the Fedathi Sequence methodology to the Teaching of Mathematics, since the practices performed promoted the students' reasoning and autonomy, pointing to an active and dynamic process, both in teaching and in learning.