O ensino da matemática nas séries iniciais: um levantamento das principais causas que levam os alunos a não gostarem de matemática

Abstract

Learning is a challenge at any level of knowledge acquisition, whether in the initial series of a child's education or in the elaborate study of an adult in a post-doctorate. One assertion is considered plausible: the teaching-learning process is crucial for understanding the world around us. The initial grades are responsible for the student's main formation and pressure for specific spheres of knowledge that, in many cases, result in their formation towards the adult phase. For this reason, collecting information (application of questionnaires) that allows understanding the negative regarding mathematics education is crucial for obtaining concise results on this subject. The study was carried out in schools in the municipality of Balsas, both in urban and rural areas, totaling three schools. In addition, it is important to highlight that a questionnaire was also applied to future professionals in the pedagogical area of two higher education institutions, as well as a qualitative and quantitative questionnaire was also applied to each teacher responsible for the class of 5th grade students of each class evaluated. Therefore, the present work was able to diagnose the problems in three spheres: the view of the student, the educator and the graduates of the Pedagogy Course, regarding knowledge and analysis profile. What was noticed was the lack of basic knowledge of students who are in the 5th year with regard to concepts and subjects that even in the 4th year should have already been presented and studied by them, which denotes a passivity regarding to the fact of “pushing” the student without adequate knowledge to the next grade. In addition, the data revealed a lack of knowledge about subjects such as fraction, study of decimal numbers, and percentage, in addition to, of course, the use, understanding and mastery of the four basic operations (addition, subtraction, multiplication and division) on the part of of the educators and also of the trainees, the latter being the ones who made it very clear the lack of intimacy or the desire to apply the area of Mathematics in the professional scope.