Dificuldades no processo de ensino de matemática nas séries iniciais do ensino fundamental

Abstract

This work was the subject of research on the difficulties encountered by teachers in the process of teaching mathematics in the initial grades of Elementary School. The central idea was the identification of the main factors generated by difficulties and that would be characterized as barriers to be overcome só that the teaching of mathematics was more successful in schools, considering that still little results are identified for this area. For this, a bibliographical research and a field research involving two schools and twelve teachers of the municipal network of Foz do Iguaçu were developed. As a result of the research, it was identified, according to data obtained, that the main complaints of teachers are concentrated in the excess content, lack of basis with which students reach the fourth and fifth year and lack of materials to develop work in school. In the results the teachers did not point out deficits in the formation or lack of knowledge about the contents, which is interesting given that none of the teachers has specific training in mathematics. The difficulties pointed out are out of the picture of the teacher, but what he perceives from observation and experience in school is that most teachers have difficulty with how to work mathematics by linking it to students’ reality.