摘要：This article analyzes issues that involve access to mathematical knowledge by teachers in the early years of elementary school, through two aspects: Developmental Psychology and Mathematical Education Psychology. It points out, in general, contributions to the understanding of intellectual development processes and their relationship with different aspects of educational practice, elucidating dimensions that involve learning, having as contribution the theories of Piaget, Ausubel and Vygotsky. It also addresses constitutive aspects of the Psychology of Mathematical Education from the studies of researchers in the field with the objective of discussing the main contributions aimed at accessing mathematical knowledge by teachers who teach mathematics in the early years of elementary school. Studies that point out the characteristics of the cognitive process, the role of beliefs, affectivity, particularities regarding the learning of certain mathematical concepts from the point of view of Psychology, the role of error, certainly contribute to the elaboration of interventions that provoke students to seek solutions, to the concept overview in relation to Mathematics more effectively and with meaning both for their teaching practice and for the students' vision.
关键词：Psicologia do Desenvolvimento;Psicologia da Educação Matemática;Acesso ao Saber Matemático;Professor dos Anos Iniciais
