O professor de matemática e as dificuldades no ensino/aprendizagem dos conteúdos de matemática nas Unidades Escolares Átila Lira e Demerval Lobão no município de Angical do Piauí

Abstract

The present work has as general objective to investigate the difficulties that Mathematics Teachers confront in their teaching practice and how they do to overcome these difficulties and as specific objectives: to know the difficulties in the teaching of Mathematics; understand how these difficulties hamper teaching / learning and verify what methodologies teachers use to try to overcome these difficulties. To that end, we tried to answer the following questions: What are the difficulties that teachers of Mathematics, in the state education network of Angical do Piauí, find in ministering the contents? What methods do these teachers take to remedy these difficulties? In this work, the descriptive research was developed with a qualitative approach. The instrument used in the data collection was a questionnaire applied to 7 teachers from the Attila Lira and Demerval Lobão schools. The authors who supported this study were: Machado (2005), Silva (2016), Nóvoa (1995), Bessa (2007) among others. The results indicate that the lack of a solid foundation, etc., is one of the causes that make learning difficult in Mathematics, and that the methodology most used by most teachers is problem solving