Avaliando dificuldades na aprendizagem: conjuntos no ensino médio

Abstract

This work consists of an applied bibliographical research of an exploratory and quali-quantitative character . With the general objective of evaluating the level of difficulty of students regarding the content of Sets, through a questionnaire applied in four schools in João Pessoa, with a total of 200 students responding. As specific objectives we have: I) T o analyze the existence of students' difficulty regarding the learning of mathematics based on research and discussions of authors about the issue; II) Present the basic concepts that guide the content of “Sets” for High School; III) Expose and discuss the level of difficulty and learning of high school students in relation to the content of “Sets” in the Mathematics subject based on the data collected in this research; IV) Analyze the reasons that lead to the difficulty that the student has in relation to learning mathematics, especially regarding the content of “Sets”; V) Present, based on the main difficulties identified in the students, possibilities that help in the learning process of high school students so that they have greater ease regarding the study of “Sets” in mathematics. For the realization of this work, it was divided into four parts: the first part brings about the construction of mathematics in order to understand how mathematics emerged and even more, to understand the prejudices about mathematics. In the second part, data were gathered that prove that students experience greater difficulty in mathematics compared to other disciplines. In the third part, an overview was made regarding the content of Sets, bringing the specific concepts and knowledge regarding the content that is addressed in High School and that were addressed in the questionnaire. In the fourth part, a collection and analysis of data was carried out showing that students experience difficulties regarding the content of Sets, mainly in questions involving operations with Sets and more due to having difficulties with more basic contents. Thus, it is interesting that the teacher , as a mediator, seek some methodological strategy such as pedagogical games to fix and facilitate the memorization of these contents to continue the contents.