A matemática e a escola atual: uma discussão sobre os conteúdos obrigatórios vigentes do eixo números

Abstract

The present research had as main objective to identify the main difficulties that the teachers of the initial years of Elementary School face when teaching the obligatory contents of the axis Numbers in the school Mathematics. For this reason, we base ourselves theoretically on the government documents that guide Brazilian education with emphasis on the National Curricular Common Base (BRASIL, 2017), in the studies of Van de Walle (2009), Caldart (2005), Farias, Azerêdo and Rêgo (2016) . The methodology of the study was characterized as an exploratory study according to the objectives, of the qualitative type according to the acquisition and the data analysis. The investigation occurred between August and October of this year, at the Santos Dumont Institute, located in the municipality of Goiana - Pernambuco. As for the research instruments, we used semi-structured questionnaires (pre-test and post-test) and field observation in this study. We started the field research, carrying out the diagnosis with three teachers from the participating school who taught the time, the 1st, 2nd and 3rd years of elementary school. We continue with the discussion of the mandatory content of the years investigated in relation to the Numbers axis with the participants. We also discuss these contents in light of the textbook used by each teacher. Finally we present didactic sequences of the years investigated, in order to verify with the participants the recognition of the abilities and competences of such contents. As a result we verified the lack of knowledge of the axes of Mathematics by the investigated ones, as well as to difficulties in the domain of the content taught by the teachers in the three years investigated. The greatest difficulty faced by professionals in math classes is with regard to the concepts of basic operations. This difficulty stems from other shortcomings, such as the lack of knowledge of Brazilian education documents and the lack of encouragement for continuing education in service.