Ensino e aprendizagem das quatro operações fundamentais: um estudo com alunos da educação básica

Abstract

Using a qualitative approach, this research aims to investigate the impacts of not learning the four basic operations on the performance of elementary and high school students. The theoretical framework is based on Silva (2018), Pontes (2018), the Program for International Student Assessment, the National Curriculum Parameters, and the National Common Core Curriculum, among others. The field research was conducted in two schools in Várzea Branca, Piauí, one municipal and the other state. Data collection instruments such as observation and questionnaires with teachers and students were used. The results demonstrate students' difficulties in learning the four fundamental operations of mathematics and the impacts students experience in future content and in their daily lives without adequate mastery of the four basic operations. They also demonstrate teachers' perceptions based on their experience teaching mathematics. Therefore, it is essential that the learning of basic operations be consolidated in the early years of basic education. It is also necessary to invest in qualified and ongoing teacher training, especially in the early years. Another determining factor for student development is the active involvement of the family, both in the school environment and at home