O ensino da matemática para os anos iniciais do ensino fundamental: desenvolvendo atividades didáticas para unidade temática de grandezas e medidas em escola do campo

Abstract

This research aimed to develop Mathematics teaching activities for the thematic unit of Quantities and Measures, aiming at the discussion of Area and Perimeter with students of the 5th year of Elementary School of a rural school in the municipality of João Pessoa, Paraíba. Thus, the authors used as theoretical foundations: Farias, Azevedo and Rêgo (2010), Van de Walle (2009), Toledo and Toledo (1997), and some official documents, such as the National Curricular Common Base - BNCC (BRASIL, 2017) and the National Curriculum Parameters - PCN (BRASIL, 1997), the Federal Constitution - CF (BRASIL, 1988) and the Law of National Guidelines and Bases - LDB (BRASIL, 2020). The research methodology adopted was of an exploratory nature, of the action research type, initially with 23 students, but during our research the number of students increased, with the participation of 32 students in the activities. The action methodology was characterized in four stages: diagnostic verification, observation period, elaboration of the didactic sequence and period of application of the didactic sequence, being carried out from March to May 2022. The results revealed that more than 95% of the students did not know necessary items for their school stage and that most students have many difficulties with reading, writing and calculation, causing a negative impact on the study and making it difficult to understand the conceptual discussions. We found that even having reformulated the didactic sequence to adapt to the reality of the students and trying to get them to acquire the proposed skills and competences with a focus on area and perimeter, we were not successful. Therefore, we conclude that the work focused on this theme needs to be continued, teachers need to introduce in their classes more and more the playfulness and discussions of BNCC skills as a means of reducing the difficulties encountered by students in the early years and prioritizing reading, writing and calculation for better student learning in the schooling process.