Dificuldades na aprendizagem de equações do segundo grau por alunos do 1º ano do ensino médio

Abstract

This study investigated the difficulties faced by first-year high school students in learning quadratic equations. It sought to identify key conceptual and procedural difficulties, analyzed the influence of teaching methodologies, and proposed pedagogical strategies to overcome the challenges identified. The theoretical framework was grounded in literature regarding the formation of mathematical concepts and active learning methodologies.The research adopted a qualitative approach, exploratory and descriptive in nature, configured as a case study. The work took place at the Escola Cidadã Integral Senador Rui Carneiro, in Mamanguape, Paraíba, and involved twenty-one students and one mathematics teacher. Data collection utilized diagnostic questionnaires with closed-ended questions for the students and open-ended questions for the teacher. The analysis was developed through analytical categories that integrated affectivity, conceptual domain, and procedural skills. The results revealed a negative self-perception of performance and a fragile conceptual understanding, with more than 70% of the class presenting theoretical gaps. The study found that all students had significant difficulties in basic arithmetic calculations and signal manipulation, factors that hindered the application of the quadratic formula. Furthermore, the interpretation of textual problems represented a barrier for the majority of the participants. The investigation concluded that gaps in prior knowledge and the predominance of traditional methods influenced the low performance in the content