Matemática: como superar as dificuldades de aprendizagem
Mathematics was always pointed to as one of the subjects that most fail at all stages. Even the teaching have gone through several adjustments, until this moment had no improvements on the difficulties presented by the students. The reproofs and retentions because of mathematics have been contributi...
| Autor principal: | Ferreira, Roseli Martins Novais |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/21798 |
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| Resumo: |
Mathematics was always pointed to as one of the subjects that most fail at all stages. Even the teaching have gone through several adjustments, until this moment had no improvements on the difficulties presented by the students. The reproofs and retentions because of mathematics have been contributing to the low level of development and school performance impairing the emotional and the high esteem of the students. The scenario presented in tests and national tests comes confirming this reality that involves the teaching learning of mathematics. On one side teachers justify the low student performance, pointing several factors, such as lack of attention, disinterest for the discipline, etc. Another, students who failed or withheld due to the difficulties in learning mathematics. To find solutions that contribute to the teaching of mathematics is necessary a renewal of teaching and participation of all teachers and students on the mathematics taught and contribution to the intellectual and social development of individuals. Thus, this study focuses on the analysis of learning difficulties presented by elementary school students at a state school in the municipality of Goioerê. It is a quantitative and qualitative research a questionnaire was administered to thirty-nine ninth graders of elementary school. Through the analysis of the data obtained were indicated several factors that contribute to difficulties with learning mathematics teaching, among them, there is the methodology used by teachers, mathematical language, teachers impatience, among other factors. With it is concluded that the teaching of mathematics requires a wide renovation and effective participation of all stakeholders in this process and an ongoing reflection of teachers and students in their practice in the classroom, as both are active agents in the construction of knowledge. |
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