O ensino da aritmética e álgebra nos anos finais do ensino fundamental

Abstract

This research aims to observe aspects of the teaching-learning relationship of mathematical knowledge in the final years of elementary school, identifying possible shortcomings, with an emphasis on arithmetic and algebraic content. To this end, it analyzes concepts such as the nature of Arithmetic and Algebra, highlighting their importance, and clarifies the need for ordering the content, a need that begins with understanding arithmetic content in order to then enable work with Algebra. This ordering favors greater effectiveness in learning, attributing meaning and significance to these contents. In addition, it seeks to observe the impacts and deficits resulting from the failure to order arithmetic and algebraic knowledge, proposing possible alternatives and analyzing their benefits. Thus, the research corroborates questions, using a literature base to support conclusions about improvements for the teaching of Mathematics. The study also contemplates different possibilities for the insertion and adaptation of methodologies, understanding their benefits and drawbacks, such as the interaction of music with the teaching of Mathematics, the benefits provided by the use of games in the teaching process, and the discussion about the integration of technological resources, analyzing to what extent they offer advantages or disadvantages, among other factors. The research also addresses ideas related to the need for intervention with practical methodologies for students in the final years of elementary school, justifying why such interventions are so important in this period, which precedes high school, a stage that presents more complex content and, consequently, requires mastery of the fundamentals of Arithmetic and Algebra. When analyzing mathematical knowledge, the importance of giving meaning and significance to the content becomes evident, avoiding demotivation or dropout. It is understood that, by mastering these concepts, the student obtains more satisfactory returns, favoring creativity, development, and the construction of mathematical knowledge, regardless of the school year worked, which is precisely the focus of this research