As dificuldades de aprendizagem das quatro operações nos anos finais do ensino fundamental

Abstract

Learning difficulties in Mathematics are a recurring problem in many Brazilian schools. It is necessary to identify which of these difficulties are presented by students regarding basic curriculum, such as the four fundamental operations, and to seek strategies in order to transform this reality. Thus, this work is characterized as a systematic review of the literature, which, based on observations, sought to analyze the difficulties presented by 8th grade students of a public school in Teresina regarding the four operations. The theoretical basis was based on publications on concrete materials used for teaching mathematics, on the national curriculum (BNCC) and on the national curricular parameters of Mathematics (PCNs). The reviewed publications indicate that students have learning gaps for content that should have been assimilated in the early years of elementary school, in addition to providing indications that the use of concrete materials can be a strategy to solve the problem. In this context, this work suggests a structured intervention based on these resources in order to solve or minimize the difficulties analyzed.