Dificuldades e estratégias na aprendizagem de números racionais: um estudo com estudantes do 7º ano em Uruçuí-PI

Abstract

This work investigated the challenges faced by students in learning rational numbers in basic education, focusing on the Itajacy Pacheco Martins School, in Uruçuí-PI. The research was exploratory and descriptive in nature, adopting a quantitative and qualitative approach to understand students' perceptions and experiences in relation to teaching fractions, decimals and percentages. Data collection was carried out using semi-structured questionnaires, which included open and closed questions about pedagogical practices and the difficulties encountered. Data analysis was conducted based on the content analysis technique, allowing the categorization of responses and their organization into tables and graphs. The results indicated that fractions were identified as the most difficult content, and the absence of practical examples was the students' main complaint. Furthermore, it was found that the limited use of teaching resources and the predominance of traditional methods compromised student engagement. On the other hand, students reported better performance when active methodologies were used, such as games, videos and group activities. It is concluded that more interactive and contextualized pedagogical practices can significantly contribute to overcoming difficulties in teaching rational numbers