Dificuldades de aprendizagem pós pandemia no ensino da matemática: um estudo de caso no Centro Estadual de Tempo Integral João Ferry

Abstract

This study investigates the learning difficulties in Mathematics faced by 9th-grade elementary school students at Centro Estadual de Tempo Integral João Ferry, in Agricolândia – Piauí, during the post-COVID-19 pandemic period. The research, with a quantitative and qualitative approach, uses data from the Piauí Educational Assessment System (SAEPI) from 2019, 2021, 2023, and 2024 to analyze the impact of the transition to remote learning and the educational inequalities exacerbated by the pandemic. The theoretical framework addresses Piagetian constructivism, Vygotsky's socio-constructivism, the theory of didactic transposition, and affective and emotional factors in learning, highlighting how the interruption of school routines and the lack of access to resources aggravated knowledge gaps. SAEPI results indicate a drop in Mathematics performance post-pandemic, with scores that have not yet returned to pre-pandemic levels, demonstrating the persistence of difficulties. The study aims to identify local factors and propose effective pedagogical strategies to mitigate these gaps, contributing to educators and public policy makers in learning recovery. The comparative analysis of SAEPI data allows for a understanding of the challenges and the need for targeted interventions for the development of logical-mathematical reasoning and the emotional well-being of students.