As dificuldades dos alunos em aprendizagem na matemática nas séries iniciais

Abstract

This study aims to investigate the factors that hinder the learning of mathematics in the early years of elementary school, focusing on the transition to the second phase of this educational cycle. The research was conducted at Escola Municipal Adelino Ariane, located in the outskirts of Aparecida de Goiânia, Goiás, a school with low performance on the Basic Education Development Index (IDEB). Through interviews with teachers and school administrators, classroom observations, and analysis of teaching resources, the study identified factors such as the lack of continuous training in mathematics for teachers, the negative impacts of remote learning during the COVID-19 pandemic, and the excessive and unsupervised use of screens by children. Furthermore, it was observed that the prevalence of traditional methodologies, centered on mechanical repetition and memorization, limits the development of critical and creative skills. The lack of concrete materials and appropriate teaching resources also contributes to students' low performance in mathematics. The study suggests proposals such as continuous teacher training, the use of active methodologies, the integration of family and school, and the application of educational technologies. Finally, it concludes that a more contextualized and inclusive pedagogical approach, combined with effective public policies, can be crucial in overcoming the identified challenges and fostering higher-quality and impactful mathematics education.