Dificuldades na matemática: um estudo com alunos do 6° ano do ensino fundamental

Abstract

This study addresses the difficulties faced by elementary school students, focusing on learning mathematics, based on a theoretical and practical analysis carried out with a 6th grade class. The theoretical framework is based on authors who discuss the challenges of learning mathematics in the Brazilian educational context. Among them, the work of David Ausubel (1963), who emphasizes the importance of meaningful learning, and Paulo Freire (1996), who discusses the relevance of critical pedagogy and contextualized teaching, proposing practices that engage students in the process of knowledge construction, stands out. The methodology adopted in this study is qualitative in nature, combining classroom observations, semi-structured interviews with teachers and students, and the application of pedagogical activities to identify the main difficulties faced by students. The observations were carried out during a supervised internship, allowing the analysis of the teaching methods used and the interaction of students with mathematics content, especially related to rational numbers and operations. Preliminary results suggest that difficulties in mathematics are largely associated with a lack of understanding of basic concepts, which affects logical reasoning and problem-solving. In addition, it was found that teaching strategies that use practical and contextualized examples, as well as the use of visual and manipulative resources, can improve student engagement and understanding. These findings reinforce the need for innovative pedagogical practices that consider the different realities and learning levels of students, aligned with the guidelines of the National Common Curricular Base (BNCC).