Ensino-aprendizagem de matemática nas séries iniciais: desafios e repercussões no desempenho futuro dos estudantes

Abstract

This study analyzes teaching practices in Mathematics in the early years of Elementary School and their influence on the relationship established with mathematics and the construction of basic knowledge and concepts essential for learning mathematics. The research is based on the problem of difficulties presented by students in the final years of elementary school and high school, such as lack of motivation due to finding the subject difficult, the four operations, problem solving, logical reasoning, and others. The research adopted a qualitative approach, using semi-structured questionnaires applied to three teachers from different schools and backgrounds, focusing on teacher training, pedagogical strategies, use of teaching resources, difficulties faced, and assessment methods. The results reveal that most teachers do not have specific training in Mathematics, which impacts the choice of appropriate strategies and teaching confidence. The use of textbooks is common, but varies between being a rigid resource or a basis for complementary activities. Playful strategies, such as games and concrete materials, are valued, especially by teachers who are more familiar with the content. Assessments combine qualitative and quantitative methods, but tend to focus on the product. It is concluded that strengthening initial and continuing teacher training, diversifying methodologies and adopting assessment practices that value the process are essential actions to make mathematics teaching more meaningful from the early years