O impacto do ensino da matemática na transição de alunos do 5º para o 6º ano do ensino fundamental

Abstract

The present work analyzes the transition of students from the 5th to the 6th grade and its impact on Mathematics learning at a public school in São Miguel de Taipu, Paraíba. The research, of an explanatory qualitative nature, involved two teachers: one licensed in Pedagogy, responsible for 5th grade classes, and the other licensed in Mathematics, teaching 6th grade classes. Additionally, 40 students participated, with 13 from the 5th grade and 27 from the 6th grade. Data collection was carried out through questionnaires and informal, pre-structured interviews to identify the difficulties students face in learning mathematical concepts during this transition. The results reveal that, although the teachers face limitations, they strive to adopt more motivational teaching practices, aiming for an organic and spontaneous transition without significant learning losses. The involvement of everyone with new methods and strategies is essential to make Mathematics teaching more meaningful, transcending the classroom.