O PROCESSO ENSINO-APRENDIZAGEM DA MATEMÁTICA NO ENSINO FUNDAMENTAL ANOS FINAIS: PROPOSIÇÕES ALTERNATIVAS DE SUPERAÇÃO DAS DIFICULDADES DE APRENDIZAGEM

Abstract

The present research, developed in the research line of Education, Culture,Theories and Pedagogic Processes for the Post-graduate course – AcademicMaster’s Degree in Education at Faculdade de Inhumas – FacMais, had as its main objective identifying which the difficulties and challenges in the teaching-learning of mathematics at Elementary School in the final years are, beginning with the following question: Which methodologies emerge as alternatives to the overcoming the difficulties in teachinglearning Mathematics? The interest in this theme has its origin in my working as a math teacher, by experiencing for more than 20 (twenty) years the difficulty of the teachinglearning of this subject which has been labeled as difficult and for just a few. The methodological proposal had its guiding principle anchored by the qualitative research and consists of establishing the State-of- the-Art on the difficulties and challenges in the teaching-learning of mathematics from the mapping and analysis of journals published in the magazines of the Sociedade Brasileira de Educação Matemática (SBEM) between 2010 and 2020. The underlying methodology takes as its starting point a bibliographic analysis, as well as an analysis of content, based on Bardin (2016). The analysis of the articles made available on the SBEM’s website brought important considerations on the way of teaching and learning this subject, evidencing some methodologies, challenges and difficulties faced by the teacher/student in this process of teaching and learning Mathematics in the final years of Elementary School. From this analysis and supported on the ideas defended by Paulo Freire, Ubiratan D’ Ambrósio and Olé Skovsmose, as the main theorists of this research, it is assumed that Critical Mathematical Education presents itself as a potential tool in overcoming the difficulties in the teaching/learning of mathematics. The results have pointed out that teaching-learning Mathematics needs innovative methodologies and that the teacher be the mediator so that the student becomes the protagonist of his own knowledge.