Dificuldades encontradas por alunos da EJA do Ciclo VI na apreensão do conceito de área de uma figura plana, a partir do conhecimento da fórmula correspondente à superfície que se deseja calcular a área

Abstract

The calculation of the area of plane figures is a topic of great importance within Geometry, both due to its various applications and its direct relationship with the world we live in. In this regard, the present study analyzes the difficulties faced by students in the Youth and Adult Education (EJA) Cycle VI in understanding the concept of area of plane figures, based on the application of the necessary mathematical formulas to calculate these areas. The research starts from the recognition that understanding the concept of area is essential both for solving mathematical problems and for everyday life, being used in various professional fields such as civil construction and graphic design. However, many EJA students face significant challenges in this learning, motivated by previous educational gaps and the specific nature of their life experiences. The study aimed to analyze these difficulties. It examined the students’ prior conceptions, their level of understanding of the area calculation formulas for geometric figures such as triangles, squares, rectangles, and trapezoids, and the cognitive strategies employed by the participants in grasping the concept of area through the understanding of the formulas used to calculate these areas. The research method consisted of content analysis. The study revealed obstacles in students’ learning related to the comprehension of the area concept and suggested recommendations for educators and administrators to create more accessible and effective learning environments, promoting a more inclusive Mathematics Education for all.