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This study reports the results of a Master's thesis research linked to the line "Formative Processes and Practices in Education" Program Graduate Education in the FCT / UNESP and has as main objective to investigate, in the process of educational work of teachers teach Mathematics in Early Childhood Education (preschool) and in the early years of elementary school (1st year), the conditions and the rationales that emerge from their teaching post-expansion of primary education and teacher training in the face of these issues. The relevance of this problem is based on the Law 11.274/2006 that determines the mandatory registration of children of six years in elementary school, creating undoubtedly consequences and challenges for the educational work of teachers. To this end, we selected two preschools and elementary school (EMEIFs) belonging to the Municipal Education Presidente Prudente (SP). For the development of research we chose a qualitative approach and content analysis for categories of data analysis. We first analyze the guidelines mentioned by both the Ministry of Education (MEC), on reports and official documents, as in grants to educational work with children aged 5 and 6 years in the city of Presidente Prudente (SP), which shed light on the aspects expansion of primary education in the pedagogical aspects of treatment to be adopted for Mathematics. By planning the teachers were able to identify the mathematical contents are predominant in the observed classes and ways to approach them. Data analysis concludes that: (1) the initial training of teachers has proved insufficient as to the mathematical content and a little distant from the curriculum reforms, (2) mathematics is not emphasized in both the kindergarten and in elementary school, because teachers usually focus their practice in literacy, (3) there is a strong tendency in teaching numbers and numbering system, content that teachers demonstrate that they have more knowledge, (4) procedures for classification, seriation, including, among others are studies as mathematics content, (5) there was little guidance on the extension of primary education in the Municipal Education and the teachers they act in groups of 1 year, according to the good sense of what they believe to be important to teach children and, (6) the prevailing standard of teaching just following a trend in which the use of the textbook is usually a rule and appreciation of children's play, games and exploration activities are not emphasized by teachers. Considering the results, we conclude this research attention to the need to rethink teacher training, both initial and continuing with the school as the locus of teacher learning in a continuous linkage between theory and practice as well as the improvement of elementary mathematical concepts to childhood, because it is significantly difficult for teachers to work with the teaching of mathematics, especially at this time of curriculum change that announces expansion of primary education. Key-words: Teacher Education and Practice. Teaching of Mathematics. Expansion of Primary Education

CONHECIMENTOS & PRÁTICAS DE PROFESSORES QUE ENSINAM MATEMÁTICA NA INFÂNCIA E SUAS RELAÇÕES COM A AMPLIAÇÃO DO ENSINO FUNDAMENTAL