Dificuldades na aprendizagem de matemática nos anos iniciais do ensino fundamental: sequências didáticas voltadas à melhoria da aprendizagem e ao desenvolvimento do raciocínio lógico.

Abstract

Considering the topic of teaching Mathematics, we realize that there is a significant challenge in student learning. One issue we must consider is that many students in public schools leave the 5th grade of Elementary School without knowing basic mathematical concepts. Based on this, an effort was made to identify which mathematical content students in the early years of Elementary School have the most difficulty learning, and from this information, to propose didactic sequences to help teachers address these difficulties. To this end, a questionnaire was administered to teachers in the early years of Elementary School in a city in Minas Gerais, identifying the following topics: fractions, perimeter, units of length measurement, area, units of area measurement, and probability. Additionally, a review of Brazilian literature was conducted to identify works containing activities related to these topics, aiming to uniquely contribute to the enrichment of the literature and, consequently, to the teaching of Mathematics in the early years. During the investigation, it was found that there are no activities aimed at the early years of Elementary School in the subject of Mathematics that adopt the Problem-Based Learning (PBL) methodology: Problem-Based Learning (PBL) represents an innovative approach that fosters logical thinking and promotes more meaningful learning of the content. Thus, the expectation is that the didactic sequences proposed in this work can make Mathematics classes more effective, promoting the development of logical reasoning, inquisitive spirit, and coherent argumentation skills in students.