Dificuldades nas quatro operações Matemáticas: análise da transição do 5º PARA o 6º ano do ensino fundamental

Abstract

This study analyzed the persistent difficulties in mastering the four fundamental mathematical operations—addition, subtraction, multiplication, and division—faced by students during the transition from the 5th to the 6th grade of Elementary Education. The choice of this stage was justified by the pedagogical and curricular changes that marked the shift from the early to the final years, especially the replacement of the generalist teacher by a Mathematics specialist, which tended to make accumulated conceptual weaknesses more visible. The main objective of the research was to analyze the primary causes of these operational difficulties and discuss their pedagogical implications in the context of school transition, as well as to systematize diagnostic and intervention strategies identified in the literature. Methodologically, the study was characterized as a qualitative, exploratory-descriptive research developed through a bibliographic review. Scientific articles, dissertations, and theses addressing the teaching of mathematical operations, operational reasoning, and curricular challenges in Elementary Education were analyzed. The results showed that the difficulties were not limited to performing calculations but were strongly related to the lack of conceptual understanding of the decimal numbering system and the meanings of operations, aggravated by an excessive emphasis on the mechanical use of algorithms. Furthermore, pedagogical transition and changes in assessment practices contributed to intensifying these gaps. The intervention strategies highlighted in the literature pointed to the importance of qualitative error diagnosis, intentional revisiting of fundamental concepts, and the use of methodologies that foster students’ understanding and active participation. It was concluded that overcoming operational difficulties requires planned pedagogical actions, continuous teacher training, and articulation between educational stages to ensure the consolidation of the mathematical foundation necessary for academic progression.